501 Grammar & Writing Questions 3rd Edition

by Unknown

501 GRAM­MAR AND WRIT­ING QUES­TIONS NEW YORK 3rd Edi­tion ®

Copy­right © 2006 Learning­Ex­press, LLC. All rights re­served un­der In­ter­na­tion­al and Pan-​Amer­ican Copy­right Con­ven­tions. Pub­lished in the Unit­ed States by Learning­Ex­press, LLC, New York. Li­brary of Congress Cat­aloging-​in-​Pub­li­ca­tion Da­ta 501 gram­mar & writ­ing ques­tions.—3rd ed. p. cm. IS­BN 1-57685-539-2 1. En­glish lan­guage—Gram­mar—Ex­am­ina­tions, ques­tions, etc. 2. En­glish lan­guage— Rhetoric—Ex­am­ina­tions, ques­tions, etc. 3. Re­port writ­ing—Ex­am­ina­tions, ques­tions, etc. I. Ti­tle: 501 gram­mar and writ­ing ques­tions. II. Ti­tle: Five hun­dred one gram­mar and writ­ing ques­tions. III. Ti­tle: Five hun­dred and one gram­mar and writ­ing ques­tions. PE1112.A15 2006 428.2'076—dc22 2005035266 Print­ed in the Unit­ed States of Amer­ica 9 8 7 6 5 4 3 2 1 Third Edi­tion IS­BN 1-57685-539-2 For more in­for­ma­tion or to place an or­der, con­tact Learning­Ex­press at: 55 Broad­way 8th Floor New York, NY 10006 Or vis­it us at: www.lear­nat­est.com

IN­TRO­DUC­TION vii SEC­TION 1 Me­chan­ics: Cap­ital­iza­tion and Punc­tu­ation 1 SEC­TION 2 Sen­tence Struc­ture 11 SEC­TION 3 Agree­ment 29 SEC­TION 4 Mod­ifiers 43 SEC­TION 5 Para­graph De­vel­op­ment 49 SEC­TION 6 Es­say Ques­tions 95 AN­SWERS 103 Con­tents v

T his book—which can be used alone, along with an­oth­er writ­ing-​skills text of your choice, or in com- bi­na­tion with the Learning­Ex­press pub­li­ca­tion, Writ­ing Skills Suc­cess in 20 Min­utes a Day—will give you prac­tice deal­ing with cap­ital­iza­tion, punc­tu­ation, ba­sic gram­mar, sen­tence struc­ture, or­ga­ni­za- tion, para­graph de­vel­op­ment, and es­say writ­ing. It is de­signed to be used by in­di­vid­uals work­ing on their own and for teach­ers or tu­tors help­ing stu­dents learn or re­view ba­sic writ­ing skills. Ad­di­tion­al­ly, prac­tic­ing with 501 Gram- mar and Writ­ing Ques­tions will great­ly al­le­vi­ate writ­ing anx­iety. Many peo­ple gri­mace when faced with gram­mar ex­er­cis­es. But in or­der to com­mu­ni­cate with oth­ers, pass tests, and get your point across in writ­ing, us­ing words and punc­tu­ation ef­fec­tive­ly is a nec­es­sary skill. Maybe you’re one of the mil­lions of peo­ple who, as a stu­dent in el­emen­tary or high school, found mem­oriz­ing gram­mar rules te­dious. Maybe you were con­fused by all of the ex­cep­tions to those rules. Maybe you thought they would just come nat­ural­ly as you con­tin­ued to write and speak. First, know you are not alone. It is true that some peo­ple work very hard to un­der­stand the rules, while oth- ers seem to have a nat­ural gift for writ­ing. And that’s okay; we all have unique tal­ents. Still, it’s a fact that most jobs to­day re­quire good com­mu­ni­ca­tion skills, in­clud­ing writ­ing. The good news is that gram­mar and writ­ing skills can be de­vel­oped with prac­tice. In­tro­duc­tion vii

Learn by do­ing. It’s an old les­son, tried and true. The 501 gram­mar and writ­ing ques­tions in­clud­ed in these pages are de­signed to pro­vide you with lots of prac­tice. As you work through each set of ques­tions, you’ll be gain­ing a sol­id un­der­stand­ing of ba­sic gram- mar and us­age rules. And all with­out mem­oriz­ing! This book will help you im­prove your lan­guage skills through en­cour­age­ment, not frus­tra­tion. wh­wytriright An Overview 501 Gram­mar and Writ­ing Ques­tions is di­vid­ed in­to six sec­tions: Sec­tion 1: Me­chan­ics: Cap­ital­iza­tion and Punc­tu­ation Sec­tion 2: Sen­tence Struc­ture Sec­tion 3: Agree­ment Sec­tion 4: Mod­ifiers Sec­tion 5: Para­graph De­vel­op­ment Sec­tion 6: Es­say Ques­tions Each sec­tion is sub­di­vid­ed in­to short sets con- sist­ing of 8–20 ques­tions. The book is specif­ical­ly or­ga­nized to help you build con­fi­dence as you fur­ther de­vel­op your writ­ten- lan­guage skills. 501 Gram­mar and Writ­ing Ques­tions be­gins with the ba­sic me­chan­ics of cap­ital­iza­tion and punc­tu­ation, and then moves on to gram­mar and sen­tence struc­ture. By the time you reach the sec­tion on para­graph de­vel­op­ment, you’ve al­ready prac­ticed on al­most 300 ques­tions. You will then con­tin­ue prac­tic- ing the skills you’ve al­ready be­gun to mas­ter in the pre­vi­ous four sec­tions, this time, in com­bi­na­tion. When you get to the last sec­tion, you’ll be ready to write your own es­says. wh­wytriright How to Use This Book Whether you’re work­ing alone or help­ing some­one brush up on gram­mar and us­age, this book will give you the op­por­tu­ni­ty to prac­tice, prac­tice, prac­tice. Work­ing on Your Own If you are work­ing alone to re­view the ba­sics or pre­pare for a test in con­nec­tion with a job or school, you will prob­ably want to use this book in com­bi­na­tion with a ba­sic gram­mar and us­age text, or with Writ­ing Skills Suc­cess in 20 Min­utes a Day. If you’re fair­ly sure of your ba­sic lan­guage-​me­chan­ics skills, how­ev­er, you can use 501 Gram­mar and Writ­ing Ques­tions by it­self. Use the an­swer key at the end of the book not on­ly to find out if you chose the right an­swer, but al­so to learn how to tack­le sim­ilar kinds of ques­tions next time. Ev­ery an­swer is ex­plained. Make sure you un­der- stand the ex­pla­na­tions—usu­al­ly by go­ing back to the ques­tions—be­fore mov­ing on to the next set. Tu­tor­ing Oth­ers This book will work well in com­bi­na­tion with al­most any ba­sic gram­mar and us­age text. You will prob­ably find it most help­ful to give stu­dents a brief les­son in the par­tic­ular skill they’ll be learn­ing—cap­ital­iza­tion, punc­tu­ation, sub­ject-​verb agree­ment, pro­noun agree- ment, sen­tence struc­ture, style—and then have them spend the re­main­der of the ses­sion an­swer­ing the ques- tions in the sets. You will want to im­press up­on them the im­por­tance of learn­ing by do­ing, check­ing their an­swers, and read­ing the ex­pla­na­tions care­ful­ly. Make sure they un­der­stand a par­tic­ular set of ques­tions be­fore you as­sign the next one. –IN­TRO­DUC­TION– vi­ii

wh­wytriright Ad­di­tion­al Re­sources For more de­tailed ex­pla­na­tions of En­glish gram­mar and us­age rules, you may want to buy—or bor­row from the li­brary—one or more of the fol­low­ing books: Ac­tion Gram­mar: Fast, No-​Has­sle An­swers on Ev­ery­day Us­age and Punc­tu­ation by Joanne Feier­man (Fire­side) The Amer­ican Her­itage Book of En­glish Us­age: A Prac- tical and Au­thor­ita­tive Guide to Con­tem­po­rary En­glish (Houghton Mif­flin) The Blue Book of Gram­mar and Punc­tu­ation: The Mys- ter­ies of Gram­mar and Punc­tu­ation Re­vealed by Jane Straus (Jane Straus Books) Gram­mar Smart: A Guide to Per­fect Us­age, 2nd Edi­tion (Prince­ton Re­view) Gram­mat­ical­ly Cor­rect: The Writ­er’s Es­sen­tial Guide to Punc­tu­ation, Spelling, Style, Us­age and Gram­mar by Anne Stil­man (Writ­ers Di­gest Books) The Ox­ford Dic­tio­nary of Amer­ican Us­age and Style by Bryan A. Gar­ner (Berkley Pub­lish­ing Group) Quick Re­view Writ­ing: Gram­mar, Us­age, and Style by Jean Eggen­schwiler and Emi­ly Dot­son Big­gs (Cliffs Notes) Woe is I: The Gram­mar­phobes Guide to Bet­ter En­glish in Plain En­glish, 2nd Edi­tion, by Pa­tri­cia T. O’Con­ner (River­head Books) Writ­ing Skills Suc­cess in 20 Min­utes a Day, 3rd Edi­tion (Learning­Ex­press) Writ­ing Smart: Your Guide to Great Writ­ing, 2nd Edi- tion, by Mar­cia Lern­er (Prince­ton Re­view) –IN­TRO­DUC­TION– ix

501 GRAM­MAR AND WRIT­ING QUES­TIONS

S ince ev­ery sen­tence be­gins with a cap­ital, the how-​to’s of cap­ital­iza­tion seem like a log­ical place to be­gin learn­ing about lan­guage me­chan­ics. When do­ing the ex­er­cis­es in this sec­tion, re­fer to the fol­low­ing check­list. Match­ing your an­swer to a rule will re­in­force the me­chan­ics of writ­ing and se­cure that knowl­edge for you. wh­wytriright Cap­ital­iza­tion Check­list ✓ The first word of ev­ery sen­tence➞Yes, we do car­ry the match­ing bed skirt. ✓ The first word of a quot­ed sen­tence (not just a quot­ed phrase)➞And with great flour­ish, he sang, “O beau­ti­ful for gra­cious skies, for am­ber waves of grain!” ✓ The spe­cif­ic name of a per­son (and his or her ti­tle), a place, or a thing (oth­er­wise known as prop­er nouns). Prop­er nouns in­clude spe­cif­ic lo­ca­tions and ge­ograph­ic re­gions; po­lit­ical, so­cial, and ath­let­ic or­ga­ni­za­tions and agen- cies; his­tor­ical events; doc­uments and pe­ri­od­icals; na­tion­al­ities and their lan­guage; re­li­gions, their mem­bers and their deities; brand or trade names; and hol­idays. ✓ The ab­bre­vi­ation for prop­er nouns. Gov­ern­ment agen­cies are prob­ably the most fre­quent­ly ab­bre­vi­at­ed. Re­mem­ber to cap­ital­ize each let­ter.➞The CIA makes me feel very se­cure. ✓ Ad­jec­tives (de­scrip­tive words) de­rived from prop­er nouns. Ex: Amer­ica (prop­er noun)➞the Amer­ican (ad­jec­tive) flag ✓ The pro­noun I. ✓ The most im­por­tant words in a ti­tle➞Last March, I en­dured a twen­ty-​hour pub­lic read­ing of ATale of Two Cities. SEC­TION Me­chan­ics: Cap­ital­iza­tion and Punc­tu­ation 1 1

wh­wytriright Punc­tu­ation Check­list Pe­ri­ods ✓ At the end of a declar­ative sen­tence (sen­tence that makes a state­ment)➞To­day, I took a walk to nowhere. ✓ At the end of a com­mand or re­quest➞Here’s a cloth. Now gen­tly burp the ba­by on your shoul­der. ✓ At the end of an in­di­rect ques­tion➞Jane asked if I knew where she had left her keys. ✓ Be­fore a dec­imal num­ber➞Statis­ti­cians claim that the av­er­age fam­ily rais­es 2.5 chil­dren. ✓ Be­tween dol­lars and cents➞I re­mem­ber when $1.50 could buy the coolest stuff. ✓ Af­ter an ini­tial in a per­son’s name➞You are Sir James W. De­wault, are you not? ✓ Af­ter an ab­bre­vi­ation➞On Jan. 12, I leave for Africa. Ques­tion Marks ✓ At the end of a ques­tion➞Why do you look so sad? ✓ In­side a quo­ta­tion mark when the quote is a ques- tion➞She asked, “Why do you look so sad?” Ex­cla­ma­tion Points ✓ At the end of a word, phrase, or sen­tence filled with emo­tion➞Hur­ry up! I can­not be late for the meet­ing! ✓ In­side a quo­ta­tion mark when the quote is an ex­cla- ma­tion➞The wom­an yelled, “Hur­ry up! I can­not be late for the meet­ing!” Quo­ta­tion Marks ✓ When di­rect­ly quot­ing di­alogue, not when para- phras­ing➞Ham­let says, “To be, or not to be. That is the ques­tion.” ✓ For ti­tles of chap­ters, ar­ti­cles, short sto­ries, po­ems, songs, or pe­ri­od­icals➞My fa­vorite po­em is “The Road Not Tak­en.” Semi­colons ✓ Be­tween two in­de­pen­dent claus­es (an in­de­pend- ent clause is a com­plete thought. It has a sub­ject and a pred­icate.)➞Ed­ward joined the bas­ket­ball team; re­mark­ably, the 5´4˝ young man ex­celled at the sport. ✓ Be­tween el­ements in a se­ries that us­es com­mas ➞The pos­si­ble dates for the potluck din­ner are Thurs- day, June 5; Sat­ur­day, June 7; or Mon­day, June 9. Colons ✓ Be­tween two com­plete ideas when the sec­ond idea ex­plains the first.➞Keri pushed her din­ner away: She had eat­en on the car ride home. ✓ Be­fore a list➞Grand­ma brought Chloe’s fa­vorite three sweets: choco­late kiss­es, Toot­sie Rolls, and a Snick­ers bar. ✓ Be­tween ti­tles and sub­ti­tles➞Find­ing Your Dream Home: A Buy­er’s Guide. ✓ Be­tween vol­umes and page num­bers➞Mar­vel Comics 21:24 ✓ Be­tween chap­ters and verse➞Job 4:12 ✓ Be­tween hours and min­utes➞It’s 2:00 a.m.—time to sleep. Apos­tro­phes ✓ Where let­ters or num­bers have been delet­ed—as in a con­trac­tion➞I looked at my fa­ther and whis­pered, “It’s (It is) okay to cry ev­ery so of­ten.” ✓ At the end of a name where there is own­er­ship (re­mem­ber to al­so add an s af­ter the apos­tro­phe if the word or name does not end in an s al­ready) ➞Mary Jane’s horse sprained his an­kle dur­ing prac­tice. –ME­CHAN­ICS: CAP­ITAL­IZA­TION AND PUNC­TU­ATION– 2

Com­mas ✓ Be­tween items in dates and ad­dress­es➞Michael ar­rived at El­lis Is­land, New York, on Febru­ary 14, 1924. ✓ Be­tween words in a list➞The uni­ver­si­ty hired a wom­an to di­rect the Bur­sar’s, Fi­nan­cial Aid, and Reg- is­trar’s of­fices. ✓ Be­tween equal­ly im­por­tant ad­jec­tives (be care- ful not to sep­arate ad­jec­tives that de­scribe each oth­er)➞The re­porter spoke with sev­er­al in­tense, tal- ent­ed high school ath­letes. ✓ Af­ter a tag that pre­cedes a di­rect quote➞David whined, “I am fam­ished.” ✓ In a quote that pre­cedes a tag and is not a ques­tion or an ex­cla­ma­tion➞“I am fam­ished,” whined David. ✓ Around nonessen­tial claus­es, par­en­thet­ical phras­es, and ap­pos­itives (A nonessen­tial or non­re­stric­tive clause is a word or group of words that are not nec- es­sary for the sen­tence’s com­ple­tion; a par­en­theti- cal phrase in­ter­rupts the flow of a sen­tence; and an ap­pos­itive is a word or group of words that re­name the noun pre­ced­ing them)➞Matt’s moth­er, Janie (ap­pos­itive), who has trou­ble with di­rec­tions (non- es­sen­tial clause), had to ask for help. ✓ Af­ter in­tro­duc­to­ry words, phras­es, and claus­es➞ Hop­ing for the best, we checked our lug­gage. ✓ Be­fore con­junc­tions (Con­junc­tions are words that link two in­de­pen­dent claus­es to­geth­er)➞Drew want­ed to ex­pe­ri­ence ball­room danc­ing be­fore his wed­ding, so he signed up for lessons at a lo­cal hall. ––ME­CHAN­ICS: CAP­ITAL­IZA­TION AND PUNC­TU­ATION–– 3 SET 1 (An­swers be­gin on page 103.) For the fol­low­ing ques­tions, choose the let­tered part of the sen­tence that con­tains a word that needs a cap­ital let­ter. If no ad­di­tion­al words should be cap­ital­ized, choose an­swer e. Re­fer to the check­list at the be­gin­ning of the chap­ter if you want to be cer­tain about your an­swer. 1. Last week, | dr. Tanya Miller re­ceived | a spe­cial award from the | city of At­lanta. | None ab c de 2. The new bak­ery | in the cen­ter of town | sells a wide as­sort­ment | of ital­ian pas­tries. |None ab c de 3. Michael Blake, jr., | is such an ac­com­plished golfer | that he won three tour­na­ments | in a row. | None ab cde 4. Cather­ine com­plained loud­ly, | “why can’t you ev­er | pick me up on time | in the morn­ing?” | None a b c d e 5. The Dec­la­ra­tion of In­de­pen­dence | is one of the most im­por­tant | doc­uments in the his­to­ry | abc of the Unit­ed States. | None de 6. Sal­ly’s Sweet shop, | one of the old­est busi­ness­es in town, | is lo­cat­ed on one of the main streets | ab c of Millersville. | None de

SET 2 (An­swers be­gin on page 103.) Choose the punc­tu­ation mark that is need­ed in each of the fol­low­ing sen­tences. If no ad­di­tion­al punc­tu­ation is need­ed, choose an­swer e. 9. “It isn’t fair!” shout­ed Mar­tin. Coach Lewis nev­er lets me start the game!” a. . b. , c. ! d. “ e. none 10. Mau­reen’s three sis­ters, Mol­ly, Shan­non, and Pa­tri­cia are all spend­ing the sum­mer at their grand­moth­er’s beach house. a. ; b. – c. ! d. , e. none 11. For the cen­ter­pieces, the florist rec­om­mend­ed the fol­low­ing flow­ers daisies, tulips, daf­fodils, and hy­acinths. a. : b. , c. . d. ; e. none 12. Lily is an ac­com­plished gym­nast she won three medals in her last com­pe­ti­tion. a. ; b. , c. ? d. : e. None 13. Ev­ery­one was shocked when Max Smith­field— a stu­dious, ex­treme­ly bright high school se­nior de­cid­ed that col­lege was not for him. a. ; b. , c. – d. : e. none 14. Kims as­sis­tant, usu­al­ly so re­li­able, has been late for work three times this week, with­out any ex­cuse. a. ’ b. , c. ; d. . e. none 15. Be­fore send­ing out in­vi­ta­tions, Mar­go checked the par­ty date with her moth­er-​in-​law. a. , b. ; c. – d. . e. none ––ME­CHAN­ICS: CAP­ITAL­IZA­TION AND PUNC­TU­ATION–– 4 7. My first child­hood pet, | a gray cat named otis, | was giv­en to me as a gift | on my fifth birth­day. | None ab cde 8. The lo­cal el­emen­tary school | is or­ga­niz­ing a screen­ing | of the movie toy sto­ry |as a fundrais­er. | None

16. “I re­mem­ber” Luis rec­ol­lect­ed, “the first time I was al­lowed to walk home from school by my­self.” a. ? b. , c. : d. ; e. none 17. Made­line Larkin our of­fice man­ag­er, is the most or­ga­nized per­son I’ve ev­er known. a. : b. ; c. – d. , e. none 18. I spend most of my time at the gym on the tread­mill walk­ing is my fa­vorite form of ex­er­cise. a. , b. ? c. ; d. ! e. none SET 3 (An­swers be­gin on page 104.) Choose the an­swer that shows the best punc­tu­ation for the un­der­lined part of the sen­tence. If the sen­tence is cor­rect as is, choose e. 19. Si­mone bought three new pairs of shoes even though she had put her­self on a tight bud­get just last week. a. shoes, even though, she b. shoes, even though she c. shoes. Even though she d. shoes; even though she e. cor­rect as is 20. Most res­idents of the build­ing have air con­di­tion­ers how­ev­er I’ve al­ways found that a ceil­ing fan is suf­fi­cient. a. air con­di­tion­ers how­ev­er: I’ve b. air con­di­tion­ers, how­ev­er, I’ve c. air con­di­tion­ers how­ev­er, I’ve d. air con­di­tion­ers; how­ev­er, I’ve e. cor­rect as is 21. “Are you OK,” asked Tim­othy, “Are you sure you don’t want to sit down and rest for a while?” a. OK?” asked Tim­othy. “Are b. OK?” asked Tim­othy, “Are c. OK,” asked Tim­othy? “Are d. OK?” asked Tim­othy? “Are e. cor­rect as is 22. The own­ers of the restau­rant main­tain that on­ly or­gan­ic in­gre­di­ents are used in their kitchen. a. main­tain, that on­ly b. main­tain that, on­ly c. main­tain: that on­ly d. main­tain—that on­ly e. cor­rect as is 23. Be­fore the stu­dent could be hired by the com­pa­ny, the stu­dents ad­vis­er had to pro­vide a let­ter of rec­om­men­da­tion. a. com­pa­ny the stu­dents b. com­pa­ny, the stu­dent’s c. com­pa­ny, the stu­dents’ d. com­pa­ny the stu­dents’ e. cor­rect as is ––ME­CHAN­ICS: CAP­ITAL­IZA­TION AND PUNC­TU­ATION–– 5

24. The vol­un­teers who would like to work the morn­ing shift should sign their name on this sheet. a. vol­un­teers, who would like to work the morn­ing shift b. vol­un­teers who would like to work the morn­ing shift, c. vol­un­teers, who would like to work the morn­ing shift, d. vol­un­teers who, would like to work the morn­ing shift, e. cor­rect as is 25. The em­ploy­ees asked whether the com­pa­ny would be of­fer­ing tu­ition re­im­burse­ment with­in the next three years? a. re­im­burse­ment with­in the next three years! b. re­im­burse­ment, with­in the next three years. c. re­im­burse­ment with­in the next three years. d. re­im­burse­ment, with­in the next three years? e. cor­rect as is 26. This is the new restau­rant you’ve been talk­ing about, isn’t it? a. about isn’t it? b. about, is’nt it? c. about, isn’t it. d. about isn’t it. e. cor­rect as is 27. Turnips a root veg­etable can be mashed, roast­ed, or used in casseroles. a. Turnips, a root veg­etable, b. Turnips, a root veg­etable c. Turnips, a root veg­etable— d. Turnips a root veg­etable, e. cor­rect as is 28. They met for the first time on Au­gust 27, 1972 in Seat­tle, Wash­ing­ton. a. Au­gust 27 1972 in Seat­tle, Wash­ing­ton. b. Au­gust 27 1972, in Seat­tle Wash­ing­ton. c. Au­gust 27, 1972 in Seat­tle, Wash­ing­ton. d. Au­gust 27, 1972, in Seat­tle, Wash­ing­ton. e. cor­rect as is SET 4 (An­swers be­gin on page 104.) For each ques­tion, find the sen­tence that has a mis- take in cap­ital­iza­tion or punc­tu­ation. If you find no mis­takes, mark choice d. 29. a. My least fa­vorite sea­son is Win­ter. b. Next Fri­day, Un­cle Jake is com­ing to vis­it. c. Mau­reen served as trea­sur­er for the wom­en’s or­ga­ni­za­tion. d. No mis­takes. 30. a. “Can you at­tend next week’s meet­ing?” she asked. b. His new car was dam­aged in the ac­ci­dent. c. The girls’ gig­gled through the whole movie. d. No mis­takes. 31. a. Leo told her, to call the cus­tomer ser­vice de­part­ment in the morn­ing. b. She put up signs all over town, but she didn’t get any re­sponse. c. Oc­ca­sion­al­ly, her neigh­bors ask her to feed their cat. d. No mis­takes. 32. a. Did you see the movie Shrek? b. She was giv­en an award by may­or Cham­bers. c. Math and sci­ence are my two best sub­jects. d. No mis­takes. ––ME­CHAN­ICS: CAP­ITAL­IZA­TION AND PUNC­TU­ATION–– 6

33. a. A ma­jor high­way is be­ing built on the out­skirts of town. b. When you reach the traf­fic light on Berk­shire Road, turn right on­to Spring­field Blvd. c. We were stay­ing at my sis­ter’s cape Cod va­ca­tion home. d. No mis­takes. 34. a. The in­struc­tor asked us if we need­ed more time? b. Car­la’s moth­er is a pe­di­atric den­tist. c. Ev­ery item in the store costs less than a dol­lar. d. No mis­takes. 35. a. Jane’s fam­ily owned three Per­sian cats. b. My Un­cle al­ways takes the sub­way to Yan­kee Sta­di­um. c. Ev­ery­one knows that Marisa’s fa­vorite book is Pride and Prej­udice. d. No mis­takes 36. a. “I’ll do the gro­cery shop­ping for you, grand­ma,” Lucy said. b. “Where can I find the best piz­za in town?” he asked. c. “Be sure to ar­rive two hours ear­ly,” she warned. d. No mis­takes. 37. a. I al­ways have a hard time get­ting up in the morn­ing. b. We took: a tent, a cool­er, and a sleep­ing bag. c. The fog was as thick as pota­to soup. d. No mis­takes. 38. a. This is some­one elses coat. b. Which of these songs was record­ed by Bruce Spring­steen? c. That book must be yours. d. No mis­takes. 39. a. Don’t stand in my way. b. Ce­cil­ia and I fought our way through the crowd. c. The veg­eta­bles were old rub­bery and taste­less. d. No mis­takes. 40. a. Re­mem­ber to walk the dog. b. “Don’t run”! Mr. Elling­ton shout­ed. c. It’s sup­posed to snow to­day and to­mor­row. d. No mis­takes. 41. a. Charleen’s par­ents wor­ried when­ev­er she drove the car. b. Who de­signed the Brook­lyn Bridge? c. Dis­eases like Small­pox and Po­lio have been erad­icat­ed. d. No mis­takes. 42. a. Can you find the In­di­an ocean on this map? b. Which riv­er, the Nile or the Ama­zon, is longer? c. Lern­er Av­enue runs in­to the Thomp­son Park­way. d. No mis­takes. 43. a. He’s the best dancer in the school. b. We were plan­ning to go, but the meet­ing was can­celed. c. “Okay,” she said, I’ll go with you.” d. No mis­takes. 44. a. Does Judge Park­er live on your street? b. Twen­ty gov­ern­ment of­fi­cials met to deal with Wednes­day’s cri­sis. c. The May­or spoke at a news con­fer­ence this morn­ing. d. No mis­takes. ––ME­CHAN­ICS: CAP­ITAL­IZA­TION AND PUNC­TU­ATION–– 7

45. a. My broth­er, Isaac, is the best play­er on the team. b. Be­cause of the high cost; we de­cid­ed not to go. c. Where’s your new pup­py? d. No mis­takes. 46. a. I have learned to ap­pre­ci­ate Mozart’s mu­sic. b. My cousin Veron­ica is study­ing to be a Vet­eri­nar­ian. c. Mr. Shana­han is taller than Pro­fes­sor Mar­tin. d. No mis­takes. 47. a. “You look just like your moth­er,” Ms. Jones told me. b. “Please be care­ful,” he said. c. Tyler asked, “why do I have to go to bed so ear­ly?” d. No mis­takes. 48. a. Do you pre­fer root beer or or­ange so­da? b. In which year did world war II end? c. I like to study the ge­og­ra­phy of the Ev­er­glades. d. No mis­takes. 49. a. Colds like many oth­er virus­es are high­ly con­ta­gious. b. Call me when you feel bet­ter. c. Did you wash your hands, Michael? d. No mis­takes. 50. a. The in­dus­tri­al rev­olu­tion be­gan in Eu­rope. b. Is La­bor Day a na­tion­al hol­iday? c. Gen­er­al Pat­ton was a four-​star gen­er­al. d. No mis­takes. 51. a. Car­men brought bread, and but­ter, and straw­ber­ry jam. b. Let’s look at the map. c. Be sure to thank Aunt He­len for the gift. d. No mis­takes. 52. a. My Aunt Geor­gia loves to read Eigh­teenth- Cen­tu­ry nov­els. b. Eli’s sis­ter’s cousin lives in Alas­ka. c. Is that a Ger­man shep­herd? d. No mis­takes. 53. a. Those shoes are too ex­pen­sive. b. Michael’s best friend is Patrick. c. Did you hear that In­ez got a new pup­py. d. No mis­takes. SET 5 (An­swers be­gin on page 105.) Ques­tions 54–57 are based on the fol­low­ing pas­sage. First, read the pas­sage, and then choose the an­swer that shows the best cap­ital­iza­tion and punc­tu­ation for each un­der­lined part. Madam He­le­na P. (54) Blavatsky born in Rus­sia on May 8, 1831, claimed to have psy- chic pow­ers and to be ca­pa­ble of per­form­ing feats of clair­voy­ance and telepa­thy. Dur­ing her six­ty years, she trav­eled to many (55) coun­tries—in­clud­ing the Unit­ed States, Eng­land, In­dia, and Egypt, in or­der to study the oc­cult. Al­though many con­sid­ered her a (56) fake through­out her life­time she was sur­round­ed by faith­ful be­liev­ers, in­clud­ing such in­flu­en­tial per­sons as British states- man Allen O. Hume and Swedish count­ess Con­stance Wacht­meis­ter. To this day, fol- low­ers com­mem­orate the date of her (57) death call­ing May 8, “White Lo­tus Day.” 54. a. Blavatsky: born b. Blavatsky—born c. Blavatsky, born d. Blavatsky. Born e. cor­rect as it is ––ME­CHAN­ICS: CAP­ITAL­IZA­TION AND PUNC­TU­ATION–– 8

55. a. coun­tries, in­clud­ing b. coun­tries: in­clud­ing c. coun­tries. In­clud­ing d. coun­tries in­clud­ing e. cor­rect as it is 56. a. fake, through­out b. fake. Through­out c. fake: through­out d. fake; through­out e. cor­rect as it is 57. a. death. Call­ing b. death, call­ing c. death: call­ing d. death; call­ing e. cor­rect as it is Ques­tions 58–61 are based on the fol­low­ing pas­sage. First, read the pas­sage, and then choose the an­swer that shows the best cap­ital­iza­tion and punc­tu­ation for each un­der­lined part. June 2, 2006 Melanie Jef­fords 312 Maple Av­enue Chica­go, Illi­nois 60632 Mark (58) Franklin, gen­er­al man­ag­er Whole­some Food Mar­ket 1245 Main Street Chica­go, Illi­nois 60627 (59) dear Mr. Franklin; I am writ­ing to com­plain about the be­hav- ior of one of your sales clerks. On (60) Mon- day May 22nd I vis­it­ed your store to re­turn a pack­age of ground turkey that I had pur- chased the day be­fore. When I ex­plained to your sales clerk that the ex­pi­ra­tion date on the pack­age was May 1st, she was (61) ex­treme­ly rude and she re­fused to re­fund my mon­ey. This is not the kind of treat­ment I ex­pect from your fine es­tab­lish­ment. I hope you will make resti­tu­tion and have a dis­cus- sion with your staff about cus­tomer ser­vice. My re­ceipt is en­closed. Sin­cere­ly yours, Melaine Jef­fords 58. a. Franklin, gen­er­al Man­ag­er b. franklin, Gen­er­al Man­ag­er c. Franklin, Gen­er­al Man­ag­er d. Franklin, Gen­er­al man­ag­er e. cor­rect as it is 59. a. Dear Mr. Franklin. b. Dear, Mr. franklin, c. dear Mr. Franklin: d. Dear Mr. Franklin: e. cor­rect as it is 60. a. Mon­day, May 22nd I b. Mon­day May 22nd; I c. Mon­day. May 22nd I d. Mon­day, May 22nd, I e. cor­rect as it is 61. a. ex­treme­ly rude, and she b. ex­treme­ly rude: and she c. ex­treme­ly rude? And she d. ex­treme­ly rude and, she e. cor­rect as it is ––ME­CHAN­ICS: CAP­ITAL­IZA­TION AND PUNC­TU­ATION–– 9

A sen­tence is like a Christ­mas present: As­sem­bly is al­ways re­quired. For­tu­nate­ly, the in­struc­tions are fair­ly ba­sic. Ev­ery sen­tence must have at least a sub­ject and a pred­icate. The sub­ject is the fo­cus of the sen­tence; it is the who or the what the sen­tence is about. The pred­icate de­scribes the sub- ject; it ex­plains what the sub­ject is or what the sub­ject is do­ing. The com­plet­ed idea is called a clause, and it is the build­ing block of all sen­tences. First, you have to know these terms: ✓ In­de­pen­dent clause: a clause that ex­press­es a com­plete thought.➞Mon­ica walked on the grass. ✓ De­pen­dent (sub­or­di­nate) clause: a clause that does not ex­press a com­plete thought.➞Though it was wet ✓ A com­plete thought➞Though it was wet, Mon­ica walked on the grass. ✓ Es­sen­tial clause: a de­pen­dent clause that is nec­es­sary to the ba­sic mean­ing of the com­plet­ed sen­tence. ➞who are preg­nant Wom­en who are preg­nant can crave salty or sweet foods. ✓ Nonessen­tial clause: a de­pen­dent clause that is not nec­es­sary to the ba­sic mean­ing of the com­plet­ed sen­tence.➞who growls when­ev­er the phone rings El­mo, who growls when­ev­er the phone rings, tried to at­tack the vac­uum clean­er. ✓ Phrase: a group of words that lack ei­ther a sub­ject or a pred­icate.➞In ear­ly spring In ear­ly spring, I no­tice a change in peo­ple’s at­ti­tudes. ✓ Ap­pos­itive: a phrase that makes a pre­ced­ing noun or pro­noun clear­er or more def­inite by ex­plain­ing or iden­ti­fy­ing it.➞rice pud­ding and fruit sal­ad Can­dice’s grand­fa­ther brought her fa­vorite desserts, rice pud­ding and fruit sal­ad. SEC­TION Sen­tence Struc­ture 2 11

✓ Frag­ment: a phrase punc­tu­at­ed like a sen­tence even though it does not ex­press a com­plete thought.➞ Tim­othy saw the car. And ran. ✓ Co­or­di­nat­ing Con­junc­tion: a word that when pre- ced­ed by a com­ma or a semi­colon joins two inde- pen­dent and equal claus­es. (and, but, so, or, for, nor, yet)➞Dorothy had a beau­ti­ful rose gar­den, and her yard was a pro­fu­sion of col­or ev­ery sum­mer. ✓ Sub­or­di­nat­ing Con­junc­tion: a word that makes a clause a de­pen­dent clause (af­ter, al­though, as, be­cause, be­fore, if, once, since, than, that, though, un­less, un­til, when, when­ev­er, where, wher­ev­er, while)➞Af­ter the ac­ci­dent, mourn­ers cov­ered the beach­es near­est to the tragedy with ros­es. ✓ Con­junc­tive Ad­verb: a word that in­tro­duces a rela- tion­ship be­tween two in­de­pen­dent claus­es (ac­cord- in­gly, be­sides, con­se­quent­ly, fur­ther­more, hence, how­ev­er, in­stead, more­over, nev­er­the­less, oth­er­wise, then, there­fore, thus)➞On Tues­days, I play rac­quet- ball; oth­er­wise, I would go with you. To con­struct a sen­tence: ✓ Al­ways have at least one in­de­pen­dent clause in the sen­tence. ✓ Join two in­de­pen­dent claus­es with a semi­colon or a com­ma and a con­junc­tion.➞Chaucer was a nar- ra­tor, and he was a pil­grim in his Can­ter­bury Tales. ✓ Do not run two or more in­de­pen­dent claus­es to­geth­er with­out punc­tu­ation; that er­ror is ap­pro- pri­ate­ly called a run-​on. Wrong: Chaucer was a nar- ra­tor and he was a pil­grim in his Can­ter­bury Tales. ✓ Do not sep­arate two in­de­pen­dent claus­es with just a com­ma; that er­ror is called a com­ma splice. Wrong: Chaucer was a nar­ra­tor, he was a pil­grim in his Can­ter­bury Tales. ✓ Do not use a con­junc­tive ad­verb (the words ac­cord- in­gly, be­sides, con­se­quent­ly, fur­ther­more, hence, how- ev­er, in­stead, more­over, nev­er­the­less, oth­er­wise, then, there­fore, thus) like a con­junc­tion. Wrong: Chaucer was a nar­ra­tor, more­over he was a pil­grim in his Can­ter­bury Tales. ✓ Use a com­ma af­ter a con­junc­tive ad­verb when it fol- lows a semi­colon. (See Con­junc­tive Ad­verbs) ✓ Use a com­ma af­ter in­tro­duc­to­ry words, phras­es, and claus­es. (See Sub­or­di­nat­ing Claus­es) ✓ Use com­mas around nonessen­tial claus­es. Do not use com­mas around es­sen­tial claus­es. (See Nonessen­tial and Es­sen­tial Claus­es) ✓ Use com­mas around ap­pos­itives. (See Ap­pos­itives) ✓ Use com­mas around par­en­thet­ical el­ements (a word or group of words that in­ter­rupt a sen­tence’s flow).➞Mrs. Moses, that mean old crone, yelled at lit- tle Paula for laugh­ing too loud! SET 6 (An­swers be­gin on page 105.) Fill in the blank with the word that cre­ates the most log­ical sen­tence. (Hint: Use a dic­tio­nary to de­ter­mine which words best com­plete the sen­tence’s mean­ing.) 62. ________ Sarah drives to the cab­in sev­er­al times a year, she is of­ten ner­vous about find­ing her way. a. Be­sides b. Un­less c. Nev­er­the­less d. Al­though 63. Lila wasn’t feel­ing well. _____________, she de­cid­ed to stay home from work. a. There­fore b. Mean­while c. How­ev­er d. Any­way 64. ___________ he wait­ed for the doc­tor to call him in, Sam sat in the wait­ing room and read the news­pa­per. a. So that b. While c. Even if d. Be­sides when –SEN­TENCE STRUC­TURE– 12

65. Ru­by loves blue­ber­ry pie _________ it is made with fresh­ly picked blue­ber­ries. a. whether b. be­cause c. when d. as if 66. Mitchell loves lis­ten­ing to jazz and rhythm and blues. Greg, ____________, will on­ly lis­ten to coun­try. a. how­ev­er b. then c. too d. there­fore 67. __________ our low an­nu­al fee, you will re­ceive a 20% dis­count if you sign up this week. a. Be­cause b. While c. In spite of d. In ad­di­tion to 68. The tick­et said the show would start at 8:00, but the cur­tains didn’t go up _________ 8:30. a. less than b. un­til c. about d. since 69. My neigh­bor is death­ly afraid of dogs; ___________, I nev­er let my Gold­en Re­triev­er, Sandy, out­side with­out a leash. a. more­over b. yet c. main­ly d. con­se­quent­ly 70. The wed­ding quilt was de­signed as a sen­ti­men­tal way to make use of fab­ric tak­en ______________ blan­kets and bed­ding that be­longed to old­er cou­ples in her fam­ily. a. from b. with c. in d. at 71. San­dra Day O’Con­nor, the first wom­an to serve on the U.S. Supreme Court, ________ ap­point­ed by Pres­ident Ronald Rea­gan in 1981. a. she b. and c. but d. was 72. I ________ the speech you gave last Thurs­day night, but I was in bed with the flu. a. will have heard b. would hear c. might hear d. would have heard 73. ________ the Bea­tles’ most pop­ular songs— most of which were writ­ten by Lennon and Mc­Cart­ney—are “I Want to Hold Your Hand” and “Hey, Jude.” a. With b. Con­sid­er­ing c. Among d. To –SEN­TENCE STRUC­TURE– 13

SET 7 (An­swers be­gin on page 106.) Choose the sen­tence that best com­bines the un­der- lined sen­tences. 74. The air­port is called the Glyn­co Jet­port. The air­line reser­va­tions and trav­el sys­tems re­fer to its lo­ca­tion as Brunswick, Geor­gia. a. Where the air­port is called the Glyn­co Jet­port, the air­line reser­va­tions and trav­el sys­tems re­fer to the lo­ca­tion as Brunswick, Geor­gia. b. But the air­port is called the Glyn­co Jet­port, the air­line reser­va­tions and trav­el sys­tems re­fer to the lo­ca­tion as Brunswick, Geor­gia. c. Even though the air­line reser­va­tions and trav­el sys­tems re­fer to the lo­ca­tion as Brunswick, Geor­gia, the air­port is called the Glyn­co Jet­port. d. When the air­port is called the Glyn­co Jet­port, the air­line reser­va­tions re­fer to the lo­ca­tion as Brunswick, Geor­gia, and the trav­el sys­tems. 75. Pla­to be­lieved that boys and girls should be giv­en an equal ed­uca­tion. This idea is rarely men­tioned in text­books. a. Pla­to be­lieved that boys and girls should be giv­en an equal ed­uca­tion, where this idea is rarely men­tioned in text­books. b. Pla­to be­lieved that boys and girls should be giv­en an equal ed­uca­tion, an idea that is rarely men­tioned in text­books. c. Be­liev­ing that boys and girls should be giv­en an equal ed­uca­tion, Pla­to’s idea is rarely men­tioned in text­books. d. Pla­to be­lieved that boys and girls should be giv­en an equal ed­uca­tion, where­upon this idea is rarely men­tioned in text­books. 76. Re­cent­ly there have been gov­ern­ment cut­backs in funds. Ex­perts fore­see steady hir­ing in the gov­ern­ment’s fu­ture. a. De­spite re­cent gov­ern­ment cut­backs in funds, ex­perts fore­see steady hir­ing in the gov­ern­ment’s fu­ture. b. Where­upon re­cent gov­ern­ment cut­backs in funds, ex­perts fore­see steady hir­ing in the gov­ern­ment’s fu­ture. c. So that there have been re­cent gov­ern­ment cut­backs in funds, ex­perts fore­see steady hir­ing in the gov­ern­ment’s fu­ture. d. Nonethe­less, there have been re­cent gov­ern- ment cut­backs in funds, ex­perts fore­see steady hir­ing in the gov­ern­ment’s fu­ture. 77. The fed­er­al gov­ern­ment has di­ver­si­ty of jobs and ge­ograph­ic lo­ca­tions. The fed­er­al gov­ern- ment of­fers flex­ibil­ity in job op­por­tu­ni­ties that is un­matched in the pri­vate sec­tor. a. In spite of its di­ver­si­ty of jobs and ge­ograph­ic lo­ca­tions, the fed­er­al gov­ern­ment of­fers flex­ibil­ity in job op­por­tu­ni­ties that is un­matched in the pri­vate sec­tor. b. No mat­ter its di­ver­si­ty of jobs and ge­ograph­ic lo­ca­tions, the fed­er­al gov­ern­ment of­fers flex­ibil­ity in job op­por­tu­ni­ties that is un­matched in the pri­vate sec­tor. c. Be­cause of its di­ver­si­ty of jobs and geo- graph­ic lo­ca­tions, the fed­er­al gov­ern­ment of­fers flex­ibil­ity in job op­por­tu­ni­ties that is un­matched in the pri­vate sec­tor. d. The fed­er­al gov­ern­ment has di­ver­si­ty of jobs and ge­ograph­ic lo­ca­tions, so it of­fers flex­ibil­ity in job op­por­tu­ni­ties that is un­matched in the pri­vate sec­tor. –SEN­TENCE STRUC­TURE– 14

78. The Greeks thought that the hal­cy­on, or king­fish­er, nest­ed on the sea. All birds nest on land. a. Where­upon all birds nest on land, the Greeks thought that the hal­cy­on, or king­fish­er, nest­ed on the sea. b. The Greeks thought that the hal­cy­on, or king­fish­er, nest­ed on the sea, where­as all birds nest on land. c. When­ev­er all birds nest on land, the Greeks thought that the hal­cy­on, or king­fish­er, nest­ed on the sea. d. The Greeks thought that the hal­cy­on, or king­fish­er, nest­ed on the sea, as all birds nest on land. 79. The old brain is called the rep­til­ian brain. It does not know pas­sion, but on­ly stol­id obe­di­ence to its own ge­net­ic dic­tates. a. Af­ter the old brain is called the rep­til­ian brain, it does not know pas­sion, but on­ly stol­id obe­di­ence to its own ge­net­ic dic­tates. b. The old brain, called the rep­til­ian brain, does not know pas­sion, but on­ly stol­id obe- di­ence to its own ge­net­ic dic­tates. c. The old brain is called the rep­til­ian brain, where­upon it does not know pas­sion, but on­ly stol­id obe­di­ence to its own ge­net­ic dic­tates. d. Un­less the old brain, called the rep­til­ian brain, does not know pas­sion, on­ly stol­id obe­di­ence to its own ge­net­ic dic­tates. 80. There have been great strides in the prac­ti­cal ap­pli­ca­tion of quan­tum physics in the last decade. We are no clos­er to ac­tu­al­ly un­der- stand­ing it than were the physi­cists of the 1920s. a. Un­less there have been great strides in the prac­ti­cal ap­pli­ca­tion of quan­tum physics in the last few decades, we are no clos­er to ac­tu­al­ly un­der­stand­ing it than were the physi­cists of the 1920s. b. In the last few decades, we are no clos­er to ac­tu­al­ly un­der­stand­ing it than were the physi­cists of the 1920s, un­til there have been great strides in the prac­ti­cal ap­pli­ca­tion of quan­tum physics. c. Al­though there have been great strides in the prac­ti­cal ap­pli­ca­tion of quan­tum physics in the last few decades, we are no clos­er to ac­tu­al­ly un­der­stand­ing it than were the physi­cists of the 1920s. d. In the last few decades, if there have been great strides in the prac­ti­cal ap­pli­ca­tion of quan­tum physics we are no clos­er to ac­tu­al­ly un­der­stand­ing it than were the physi­cists of the 1920s. –SEN­TENCE STRUC­TURE– 15

81. The wis­dom of the hedge­hog is ap­plaud­ed in me­dieval bes­tiaries. The hedge­hog builds a nest with two ex­its and, when in dan­ger, rolls it­self in­to a prick­ly ball. a. The wis­dom of the hedge­hog is ap­plaud­ed in me­dieval bes­tiaries, while the hedge­hog builds a nest with two ex­its and, when in dan­ger, rolls it­self in­to a prick­ly ball. b. The hedge­hog builds a nest with two ex­its and, when in dan­ger, rolls it­self in­to a prick­ly ball, so its wis­dom is ap­plaud­ed in me­dieval bes­tiaries. c. The hedge­hog builds a nest with two ex­its and, when in dan­ger, rolls it­self in­to a prick­ly ball, but its wis­dom is ap­plaud­ed in me­dieval bes­tiaries. d. Its wis­dom ap­plaud­ed in me­dieval bes­tiaries, the hedge­hog builds a nest with two ex­its and, when in dan­ger, rolls it­self in­to a prick­ly ball 82. Some peo­ple be­lieve fairy tales are mere­ly chil- dren’s sto­ries. Some peo­ple be­lieve fairy tales car­ry im­por­tant psy­cho­log­ical truths for adults. a. When some be­lieve they car­ry im­por­tant psy­cho­log­ical truths for adults, some peo­ple be­lieve fairy tales are mere­ly chil­dren’s sto­ries. b. Some peo­ple be­lieve fairy tales are mere­ly chil­dren’s sto­ries, where­upon some be­lieve they car­ry im­por­tant psy­cho­log­ical truths for adults. c. Be­cause some be­lieve fairy tales car­ry im­por­tant psy­cho­log­ical truths for adults, some peo­ple be­lieve fairy tales are mere­ly chil­dren’s sto­ries. d. Some peo­ple be­lieve fairy tales are mere­ly chil­dren’s sto­ries, yet some be­lieve they car­ry im­por­tant psy­cho­log­ical truths for adults. 83. Most species of the bac­teri­um Strep­to­coc­cus are harm­less. Some species of Strep­to­coc­cus are dan­ger­ous pathogens. a. Where­as most species of the bac­teri­um Strep­to­coc­cus are harm­less, some are dan­ger­ous pathogens. b. Since most species of the bac­teri­um Strep­to­coc­cus are harm­less, some are dan­ger­ous pathogens. c. As most species of the bac­teri­um Strep­to­coc­cus are harm­less, some are dan­ger­ous pathogens. d. Be­cause most species of the bac­teri­um Strep­to­coc­cus are harm­less, some are dan­ger­ous pathogens. 84. The man nod­ded po­lite­ly. His ex­pres­sion was be­wil­dered. a. Nod­ding po­lite­ly, the man’s ex­pres­sion was be­wil­dered. b. The man nod­ded po­lite­ly his ex­pres­sion was be­wil­dered. c. The man nod­ded po­lite­ly, his ex­pres­sion be­wil­dered. d. The man nod­ded po­lite­ly, since his ex­pres­sion was be­wil­dered. –SEN­TENCE STRUC­TURE– 16

SET 8 (An­swers be­gin on page 106.) Choose the sen­tence that best com­bines the un­der- lined sen­tences. 85. Watch­ing a TV show is a pas­sive be­hav­ior. Play­ing a com­put­er game is an in­ter­ac­tive one. a. Watch­ing a TV show is a pas­sive be­hav­ior, or play­ing a com­put­er game is an in­ter­ac­tive one. b. Watch­ing a TV show is a pas­sive be­hav­ior, for play­ing a com­put­er game is an in­ter­ac­tive one. c. Watch­ing a TV show is a pas­sive be­hav­ior, but play­ing a com­put­er game is an in­ter­ac­tive one. d. Be­ing that play­ing a com­put­er game is an in­ter­ac­tive one, watch­ing a TV show is a pas­sive be­hav­ior. 86. Socrates taught that we should ques­tion ev­ery­thing, even the law. He was both great­ly loved and pro­found­ly hat­ed. a. That he was both great­ly loved and pro­found­ly hat­ed, Socrates taught that we should ques­tion ev­ery­thing, even the law. b. Socrates taught that we should ques­tion ev­ery­thing, even the law, so he was both great­ly loved and pro­found­ly hat­ed. c. Socrates taught that we should ques­tion ev­ery­thing, even the law, which he was both great­ly loved and pro­found­ly hat­ed. d. Socrates taught that we should ques­tion ev­ery­thing, even the law, for he was both great­ly loved and pro­found­ly hat­ed. 87. Sailors are said to catch al­ba­tross­es with bait­ed hooks let down in­to the ship’s wake. To kill the al­ba­tross was thought to be bad luck, so they were re­leased im­me­di­ate­ly. a. Sailors are said to catch al­ba­tross­es with bait­ed hooks and let them down in­to the ship’s wake, then re­lease them again, for to kill the al­ba­tross was thought to be bad luck. b. With bait­ed hooks let down in­to the ship’s wake, sailors are said to catch al­ba­tross­es then re­lease them again, so to kill the al­ba- tross was thought to be bad luck. c. Sailors are said to catch al­ba­tross­es with bait­ed hooks let down in­to the ship’s wake, then re­lease them again, or to kill the al­ba- tross was thought to be bad luck. d. To kill the al­ba­tross was thought to be bad luck, so sailors are said to catch al­ba­tross­es with bait­ed hooks let down in­to the ship’s wake, on­ly to re­lease them im­me­di­ate­ly. 88. The symp­toms of di­abetes of­ten de­vel­op grad­ual­ly and are hard to iden­ti­fy at first. Near­ly half of all peo­ple with di­abetes do not know they have it. a. The symp­toms of di­abetes of­ten de­vel­op grad­ual­ly and are hard to iden­ti­fy at first, so near­ly half of all peo­ple with di­abetes do not know they have it. b. The symp­toms of di­abetes of­ten de­vel­op grad­ual­ly and are hard to iden­ti­fy at first, yet near­ly half of all peo­ple with di­abetes do not know they have it. c. Near­ly half of all peo­ple with di­abetes do not know they have it, and the symp­toms of di­abetes of­ten de­vel­op grad­ual­ly and are hard to iden­ti­fy at first. d. The symp­toms of di­abetes of­ten de­vel­op grad­ual­ly for near­ly half of all peo­ple with di­abetes do not know they have it and are hard to iden­ti­fy at first. –SEN­TENCE STRUC­TURE– 17

89. The French philoso­pher Voltaire was great­ly re­spect­ed. Voltaire spent al­most a year im­pris­oned in the Bastille. a. The French philoso­pher Voltaire was great­ly re­spect­ed, so he spent al­most a year im­pris­oned in the Bastille. b. The French philoso­pher Voltaire was great­ly re­spect­ed with al­most a year im­pris­oned in the Bastille. c. The French philoso­pher Voltaire was great­ly re­spect­ed, or he spent al­most a year im­pris­oned in the Bastille. d. The French philoso­pher Voltaire was great­ly re­spect­ed, yet he spent al­most a year im­pris­oned in the Bastille. 90. I must buy some new shoes to wear to the prom. My date, Don­nie, will be up­set if I wear my flip-​flops. a. Un­less my date, Don­nie, will be up­set if I wear my flip-​flops, I must buy some new shoes to wear to the prom. b. I must buy some new shoes to wear to the prom, and my date, Don­nie, will be up­set if I wear my flip-​flops. c. I must buy some new shoes to wear to the prom, for my date, Don­nie, will be up­set if I wear my flip-​flops. d. My date, Don­nie, will be up­set if I wear my flip-​flops while I must buy some new shoes to wear to the prom. 91. Sylvia is load­ed with mon­ey. She can af­ford that trip to Sil­ver Dol­lar City. a. Sylvia is load­ed with mon­ey, or she can af­ford that trip to Sil­ver Dol­lar City. b. Sylvia is load­ed with mon­ey, but she can af­ford that trip to Sil­ver Dol­lar City. c. Sylvia is load­ed with mon­ey, so she can af­ford that trip to Sil­ver Dol­lar City. d. Sylvia is load­ed with mon­ey, yet she can af­ford that trip to Sil­ver Dol­lar City. 92. The rules of statis­tics say that it is pos­si­ble for all the air in a room to move to one cor­ner. This is ex­treme­ly un­like­ly. a. The rules of statis­tics say that it is pos­si­ble for all the air in a room to move to one cor­ner, or this is ex­treme­ly un­like­ly. b. The rules of statis­tics say that it is pos­si­ble for all the air in a room to move to one cor­ner, but this is ex­treme­ly un­like­ly. c. This is ex­treme­ly un­like­ly in that the rules of statis­tics say that it is pos­si­ble for all the air in a room to move to one cor­ner. d. For all the air in a room to move to one cor­ner, this is ex­treme­ly un­like­ly, ac­cord­ing to the rules of statis­tics say­ing that it is pos­si­ble. 93.I must buy my dog a new li­cense. If I don’t, I will have to pay a fine. a. I must buy my dog a new li­cense, and I will have to pay a fine. b. I must buy my dog a new li­cense; I will have to pay a fine. c. Un­less I buy my dog a new li­cense, I will have to pay a fine. d. I will have to pay a fine since I must buy my dog a new li­cense. 94. Bats are not ro­dents. Bats bear a sur­face re­sem­blance to a winged mouse. a. Bats are not ro­dents, al­though they do bear a re­sem­blance to a winged mouse. b. Bats are not ro­dents that they bear a sur­face re­sem­blance to a winged mouse. c. Bats are not ro­dents, when they bear a sur­face re­sem­blance to a winged mouse. d. Bats are not ro­dents, if they bear a sur­face re­sem­blance to a winged mouse. –SEN­TENCE STRUC­TURE– 18

95. Art is not on­ly found in the mu­se­um or con­cert hall. Art can be found in the ex­pres­sive be­hav­ior of or­di­nary peo­ple, as well. a. Art can be found not on­ly in the mu­se­um or con­cert hall, and it can be found in the ex­pres­sive be­hav­ior of or­di­nary peo­ple, as well. b. In the mu­se­um or con­cert hall, art can be found not on­ly there and in the ex­pres­sive be­hav­ior of or­di­nary peo­ple, as well. c. Al­though in the ex­pres­sive be­hav­ior of or­di­nary peo­ple, as well, art can be found not on­ly in the mu­se­um or con­cert hall. d. Art can be found not on­ly in the mu­se­um or con­cert hall, but in the ex­pres­sive be­hav­ior of or­di­nary peo­ple, as well. 96. In lu­cid dreams, the dream­er knows she is dream­ing. It gives her a sense of un­lim­it­ed free­dom. a. In lu­cid dreams, the dream­er knows she is dream­ing, al­though it gives her a sense of un­lim­it­ed free­dom. b. In lu­cid dreams, the dream­er knows she is dream­ing, while it gives her a sense of un­lim­it­ed free­dom. c. In lu­cid dreams, the dream­er knows she is dream­ing, where it gives her a sense of un­lim­it­ed free­dom. d. In lu­cid dreams, the dream­er knows she is dream­ing, which gives her a sense of un­lim­it­ed free­dom. SET 9 (An­swers be­gin on page 107.) Choose the sen­tence that best com­bines the un­der- lined sen­tences. 97. She nev­er re­spond­ed to the in­vi­ta­tion we sent. We as­sumed she wasn’t com­ing. a. She nev­er re­spond­ed to the in­vi­ta­tion we sent; how­ev­er we as­sumed she wasn’t com­ing. b. While we as­sumed she wasn’t com­ing, she nev­er re­spond­ed to the in­vi­ta­tion we sent. c. She nev­er re­spond­ed to the in­vi­ta­tion we sent, whether we as­sumed she wasn’t com­ing. d. Be­cause she nev­er re­spond­ed to the in­vi­ta­tion we sent, we as­sumed she wasn’t com­ing. 98. My friends loved the restau­rant. I thought it was over­priced. a. That my friends loved the restau­rant, I thought it was over­priced. b. My friends loved the restau­rant, where­as I thought it was over­priced. c. My friends loved the restau­rant, when I thought it was over­priced. d. My friends loved the restau­rant, or I thought it was over­priced. 99. Eliz­abeth is an ath­let­ic wom­an. Eliz­abeth can­not swim or ride a bike. a. Eliz­abeth can­not swim or ride a bike, while she is an ath­let­ic wom­an. b. Eliz­abeth can­not swim or ride a bike and is an ath­let­ic wom­an. c. Al­though Eliz­abeth can­not swim or ride a bike, she is an ath­let­ic wom­an. d. Be­ing an ath­let­ic wom­an, Eliz­abeth can­not swim or ride a bike. –SEN­TENCE STRUC­TURE– 19

100. This neigh­bor­hood is called “ba­by cen­tral.” Al­most ev­ery fam­ily with­in a three-​block ra­dius has a child un­der the age of one. a. Al­most ev­ery fam­ily with­in a three-​block ra­dius has a child un­der the age of one, while this neigh­bor­hood is called “ba­by cen­tral.” b. Al­most ev­ery fam­ily with­in a three-​block ra­dius has a child un­der the age of one, but this neigh­bor­hood is called “ba­by cen­tral.” c. Al­most ev­ery fam­ily with­in a three-​block ra­dius has a child un­der the age of one; there­fore, this neigh­bor­hood is called “ba­by cen­tral.” d. This neigh­bor­hood is called “ba­by cen­tral:” mean­while, al­most ev­ery fam­ily with­in a three-​block ra­dius has a child un­der the age of one. 101. The new shop­ping mall has 200 stores. The new shop­ping mall doesn’t have a pet shop. a. The new shop­ping mall has 200 stores; how­ev­er, it doesn’t have a pet shop. b. In­stead of a pet shop, the new shop­ping mall has 200 stores. c. With 200 stores, the new shop­ping mall doesn’t have a pet shop. d. The new shop­ping mall has 200 stores, and it doesn’t have a pet shop. 102. Eu­gene has a dif­fi­cult per­son­al­ity. Eu­gene is un­re­li­able. a. Eu­gene has a dif­fi­cult per­son­al­ity, and fur­ther­more he’s un­re­li­able. b. Eu­gene has a dif­fi­cult per­son­al­ity, al­though he is un­re­li­able. c. While he is un­re­li­able, Eu­gene has a dif­fi­cult per­son­al­ity. d. Be­ing un­re­li­able, Eu­gene has a dif­fi­cult per­son­al­ity. 103. We nev­er eat can­dy or ice cream. We do drink so­da. a. We nev­er eat can­dy or ice cream, but we do drink so­da. b. Be­cause we nev­er eat can­dy or ice cream, we drink so­da. c. We nev­er eat can­dy or ice cream, so we do drink so­da. d. We nev­er eat can­dy or ice cream and drink so­da. 104. Hav­ing sev­er­al cav­ities filled dur­ing a den­tal ap­point­ment is def­inite­ly un­pleas­ant. It is not as un­pleas­ant as hav­ing a root canal. a. Hav­ing sev­er­al cav­ities filled dur­ing a den­tal ap­point­ment is def­inite­ly un­pleas­ant, so it is not as un­pleas­ant as hav­ing a root canal. b. Hav­ing sev­er­al cav­ities filled dur­ing a den­tal ap­point­ment is def­inite­ly un­pleas­ant, and it is not as un­pleas­ant as hav­ing a root canal. c. Hav­ing sev­er­al cav­ities filled dur­ing a den­tal ap­point­ment is def­inite­ly un­pleas­ant, but it is not as un­pleas­ant as hav­ing a root canal. d. Hav­ing sev­er­al cav­ities filled dur­ing a den­tal ap­point­ment is def­inite­ly un­pleas­ant, or it is not as un­pleas­ant as hav­ing a root canal. 105. She loves cel­ebrat­ing her birth­day. She al­ways has a big par­ty. a. She loves cel­ebrat­ing her birth­day, to where she al­ways has a big par­ty. b. Al­though she loves cel­ebrat­ing her birth­day, she al­ways has a big par­ty. c. She al­ways has a big par­ty, mean­while she loves cel­ebrat­ing her birth­day. d. She loves cel­ebrat­ing her birth­day, so she al­ways has a big par­ty. –SEN­TENCE STRUC­TURE– 20

106. In­som­nia does not usu­al­ly be­gin as a phys­ical prob­lem. It can af­fect one’s phys­ical health. a. In­som­nia is not usu­al­ly a phys­ical prob­lem; there­fore, it can af­fect one’s phys­ical health. b. In­som­nia is not usu­al­ly a phys­ical prob­lem, yet it can af­fect one’s phys­ical health. c. In­som­nia not usu­al­ly a phys­ical prob­lem can af­fect one’s phys­ical health. d. In­som­nia is not usu­al­ly a phys­ical prob­lem, so it can af­fect one’s phys­ical health. 107. True nar­colep­sy is the sud­den and ir­re­sistible on­set of sleep dur­ing wak­ing hours. True nar­colep­sy is ex­treme­ly dan­ger­ous. a. While true nar­colep­sy is the sud­den and ir­re­sistible on­set of sleep dur­ing wak­ing hours and is ex­treme­ly dan­ger­ous. b. The sud­den and ir­re­sistible on­set of sleep dur­ing wak­ing hours, which is true nar­colep­sy but ex­treme­ly dan­ger­ous. c. True nar­colep­sy is the sud­den and ir­re­sistible on­set of sleep dur­ing wak­ing hours, yet nar­colep­sy is ex­treme­ly dan­ger­ous. d. True nar­colep­sy is the sud­den and ir­re­sistible on­set of sleep dur­ing wak­ing hours, and it is ex­treme­ly dan­ger­ous. 108. There has been much in­ter­est in dreams through­out the ages. The em­pir­ical, sci­en­tif­ic study of dreams is rel­ative­ly new. a. De­spite much in­ter­est in dreams through­out the ages, the em­pir­ical, sci­en­tif­ic study of dreams be­ing rel­ative­ly new. b. There has been much in­ter­est in dreams through­out the ages, yet the em­pir­ical, sci- en­tif­ic study of dreams is rel­ative­ly new. c. While much in­ter­est in dreams through­out the ages, al­though the em­pir­ical, sci­en­tif­ic study of dreams is rel­ative­ly new. d. There has been much in­ter­est in dreams through­out the ages, for the em­pir­ical, sci- en­tif­ic study of dreams is rel­ative­ly new. SET 10 (An­swers be­gin on page 108.) Re­place the un­der­lined por­tion with the phrase that best com­pletes the sen­tence. If the sen­tence is cor- rect as is, choose a. 109. I look for­ward to wel­com­ing you and hav­ing the op­por­tu­ni­ty to show you around our of­fice. a. I look for­ward to wel­com­ing you and hav­ing b. I will look for­ward to our wel­come and hav­ing c. As I look for­ward to wel­com­ing you and to have d. I look for­ward to wel­com­ing you and have e. Look­ing for­ward to wel­com­ing you and hop­ing to have –SEN­TENCE STRUC­TURE– 21

110. For a wide va­ri­ety of dif­fer­ent rea­sons, more and more peo­ple are mak­ing the choice to va­ca­tion close to home. a. For a wide va­ri­ety of dif­fer­ent rea­sons, more and more peo­ple b. For a va­ri­ety of many rea­sons, much more peo­ple c. For a num­ber of rea­sons, more peo­ple d. More peo­ple, for var­ious dif­fer­ent rea­sons, e. Lots of peo­ple, for many nu­mer­ous rea­sons 111. The like­li­hood that she will de­cide to take the job is great, she is nev­er com­plete­ly pre­dictable. a. The like­li­hood b. Al­though the like­li­hood c. Since the like­li­hood d. In fact, the like­li­hood e. Know­ing that the like­li­hood e. Know­ing that the like­li­hood 112. Most of a hu­man tooth is made up of a sub­stance known as dentin, which is lo­cat­ed di­rect­ly be­low the enam­el. a. dentin, which is lo­cat­ed b. dentin, and which is lo­cat­ed c. dentin but lo­cat­ed d. dentin, which it is lo­cat­ed e. dentin, that its lo­ca­tion is 113. Jack­son Pol­lock, a twen­ti­eth-​cen­tu­ry Amer­ican painter, is well known and renowned for cre­at­ing ab­stract paint­ings by drip­ping paint on can­vas. a. a twen­ti­eth-​cen­tu­ry Amer­ican painter, is well known and renowned for cre­at­ing b. an Amer­ican painter who lived and paint­ed in the twen­ti­eth cen­tu­ry, is well known for the cre­ation of c. renowned and promi­nent, was known as a twen­ti­eth-​cen­tu­ry Amer­ican painter for cre­at­ing d. he is an Amer­ican painter fa­mous and renowned for cre­at­ing e. a twen­ti­eth-​cen­tu­ry Amer­ican painter, is fa­mous for cre­at­ing 114. Hav­ing missed class sev­er­al times, this was the cause of our poor grades. a. Hav­ing missed class sev­er­al times, this was the cause of our poor grades. b. Af­ter miss­ing class sev­er­al times, our poor grades were an­tic­ipat­ed. c. Be­cause we missed class sev­er­al times, we re­ceived poor grades. d. We re­ceived poor grades miss­ing class sev­er­al times. e. Re­ceiv­ing poor grades, we missed class sev­er­al times. –SEN­TENCE STRUC­TURE– 22

115. Be­cause of the need for ac­cu­ra­cy, all em­ploy­ees must dili­gent­ly re­view their work at the end of ev­ery day. a. all em­ploy­ees must dili­gent­ly re­view their work at the end of ev­ery day. b. all em­ploy­ees who work here must be dili­gent and care­ful to re­view their work at the end of ev­ery day. c. em­ploy­ees must be dili­gent­ly re­view­ing and check­ing their work at the end of ev­ery day. d. work­ers and em­ploy­ees must dili­gent­ly re­view their work at the end of ev­ery day. e. all em­ploy­ees must dili­gent­ly re­view and as­sess their work dai­ly, ev­ery day. 116. Be­side his ex­per­tise in gar­den­ing, Mal­colm is al­so an ac­com­plished car­pen­ter. a. Be­side his ex­per­tise in gar­den­ing, b. Be­side gar­den­ing, c. In ad­di­tion al­so to his ac­com­plished car­pen­try, d. Be­sides his ex­per­tise in gar­den­ing, e. Be­side his gar­den­ing, 117. Base­ball is a sport that is pop­ular in the Unit­ed States like Japan. a. pop­ular in the Unit­ed States like Japan. b. as well pop­ular in Japan as it is in the Unit­ed States c. just as pop­ular in the Unit­ed States than in Japan d. pop­ular in the Unit­ed States as well as in Japan. e. pop­ular as well as in both Japan and the Unit­ed States 118. I de­cid­ed to paint the kitchen yel­low, and af­ter I had paint­ed, my hus­band in­formed me that he’d rather it be blue. a. yel­low, and af­ter I had paint­ed, my hus­band b. yel­low, and af­ter I had paint­ed my hus­band c. yel­low and af­ter I had paint­ed, my hus­band d. yel­low; and, af­ter I had paint­ed, my hus­band e. yel­low and af­ter I had paint­ed my hus­band 119. Yelling af­ter it as the taxi drove away, leav­ing Austin and me stand­ing help­less­ly on the side­walk. a. Yelling af­ter it as the taxi drove away, leav­ing Austin and me stand­ing help­less­ly on the side­walk. b. While yelling af­ter it and watch­ing the taxi drive away, which left Austin and me stand­ing help­less­ly on the side­walk. c. Left help­less­ly stand­ing on the side­walk af­ter Austin and me yelled af­ter the taxi and watched as it drove away. d. As we yelled af­ter it, the taxi drove away, leav­ing Austin and me stand­ing help­less­ly on the side­walk. e. Af­ter hav­ing yelled af­ter it, the taxi driv­ing off and leav­ing Austin and me on the side­walk, watch­ing help­less­ly. –SEN­TENCE STRUC­TURE– 23

SET 11 (An­swers be­gin on page 108.) Re­place the un­der­lined por­tion with the phrase that best com­pletes the sen­tence. If the sen­tence is cor- rect as is, choose a. 120. When mak­ing a choco­late torte, on­ly the best in­gre­di­ents should be used. a. on­ly the best in­gre­di­ents should be used. b. you should use on­ly the best in­gre­di­ents. c. the best in­gre­di­ents on­ly should be used. d. one should have used on­ly the best in­gre­di­ents. e. us­ing on­ly the best in­gre­di­ents is es­sen­tial. 121. With her book Com­ing of Age in Samoa, an­thro­pol­ogist Mar­garet Mead em­pha­sized the role of cul­ture, rather than bi­ol­ogy, in shap­ing hu­man be­hav­ior. a. rather than bi­ol­ogy, in shap­ing hu­man be­hav­ior. b. rather than bi­ol­ogy with shap­ing hu­man be­hav­ior. c. some­what bet­ter than bi­ol­ogy to shape hu­man be­hav­ior. d. in shap­ing hu­man be­hav­ior, and not bi­ol­ogy. e. in shap­ing hu­man be­hav­ior over bi­ol­ogy. 122. This was the fifth of the five speech­es the may­or gave dur­ing this the month of May. a. This was the fifth of the five speech­es the may­or gave dur­ing this the month of May. b. Of the five speech­es the may­or gave dur­ing May, this was the fifth one. c. Thus far dur­ing the month of May, the may­or gave five speech­es and this was the fifth. d. This fifth speech of the may­or’s giv­en dur­ing the month of May was one of five speech­es. e. This was the fifth speech the may­or has giv­en dur­ing the month of May. 123. An Amer­ican po­et of the nine­teenth cen­tu­ry, Walt Whit­man’s col­lec­tion of po­ems, Leaves of Grass, cel­ebrates na­ture and in­di­vid­ual­ism. a. Walt Whit­man’s col­lec­tion of po­ems, Leaves of Grass, b. Leaves of Grass, a col­lec­tion of po­ems by Walt Whit­man, c. a col­lec­tion of po­ems, Leaves of Grass,by Walt Whit­man, d. Walt Whit­man pub­lished po­ems, col­lect­ed as Leaves of Grass, that e. Walt Whit­man pub­lished a col­lec­tion of po­ems en­ti­tled Leaves of Grass, that 124. We loved our trip to the desert where you could see the tall cac­tus, the bloom­ing flow­ers, and the lit­tle desert an­imals. a. desert where you could see b. desert; you could see c. desert; where we saw d. desert; we saw e. desert in that you saw 125. Op­po­site in what many fi­nan­cial an­alysts had pre­dict­ed, the stock mar­ket rose by 22 points this month. a. Op­po­site in what many fi­nan­cial an­alysts had pre­dict­ed, b. Con­trary to the pre­dic­tions of many fi­nan­cial an­alysts, c. As against the pre­dic­tions of many fi­nan­cial an­alysts, d. Con­trast­ing of many fi­nan­cial an­alysts’ pre­dic­tions, e. Con­trary with what many fi­nan­cial an­alysts pre­dict­ed, –SEN­TENCE STRUC­TURE– 24

126. A stan­dard­ized ex­tract made from the leaves of the gink­go bilo­ba tree is prov­ing to be ef­fec­tive in treat­ing mild to mod­er­ate Alzheimer’s dis­ease. a. is prov­ing to be ef­fec­tive in treat­ing b. has shown its proof of ef­fec­tive­ness with treat­ing c. may have proven ef­fec­tive treat­ment for d. is ef­fec­tive­ly prov­ing in treat­ing e. have giv­en a proven ef­fec­tive­ness in the treat­ment of 127. The cit­izens’ ac­tion com­mit­tee has ac­cused the city coun­sel mem­bers with be­ing care­less with the spend­ing of the tax­pay­ers’ mon­ey. a. with be­ing care­less with the spend­ing of b. as to care­less­ness in the spend­ing of c. of care­less­ness in the spend­ing of d. of care­less spend­ing to e. with spend­ing care­less­ly of 128. As­pirin was ex­clu­sive­ly known as a painkiller un­til the time when car­di­ol­ogists be­gan pre­scrib­ing it as a pre­ven­ta­tive for heart at­tacks. a. as a painkiller un­til the time when car­di­ol­ogists be­gan pre­scrib­ing it as a pre­ven­ta­tive for b. to be a painkiller since when car­di­ol­ogists pre­scribed it to be a pre­ven­tion for c. as a way to kill and stop pain un­til car­di­ol­ogists be­gan to pre­scribe it as a method for the pre­ven­tion of d. as a painkiller un­til car­di­ol­ogists be­gan pre­scrib­ing it as a pre­ven­ta­tive for e. to be a painkiller up to when car­di­ol­ogists pre­scribed its pre­ven­ta­tive for 129. The news re­porter who had been cov­er­ing the sto­ry sud­den­ly be­came ill, and I was called to take her place. a. had been cov­er­ing the sto­ry sud­den­ly be­came ill, and I was called b. was cov­er­ing the sto­ry sud­den­ly be­comes ill, and they called me c. is cov­er­ing the sto­ry sud­den­ly be­comes ill, and I was called d. would have been cov­er­ing the sto­ry sud­den­ly be­came ill, and I am called e. cov­ers the sto­ry, sud­den­ly be­came ill, and they called me 130. Don­ald Trump, the son of a re­al es­tate de­vel­op­er, he has built a bil­lion-​dol­lar em­pire. a. Don­ald Trump, the son of a re­al es­tate de­vel­op­er, he b. Don­ald Trump, be­ing the son of a re­al es­tate de­vel­op­er, c. While he was the son of a re­al es­tate de­vel­op­er, Don­ald Trump d. The son of a re­al es­tate de­vel­op­er, Don­ald Trump e. Don­ald Trump, the son of a re­al es­tate de­vel­op­er, and he 131. The tro­po­sphere is the low­est lay­er of Earth’s at­mo­sphere, it ex­tends from ground lev­el to an al­ti­tude of sev­en to ten miles. a. at­mo­sphere, it ex­tends b. at­mo­sphere of which it ex­tends c. at­mo­sphere. Ex­tend­ing d. at­mo­sphere, and ex­tend­ing e. at­mo­sphere; it ex­tends –SEN­TENCE STRUC­TURE– 25

132. Along with your mem­ber­ship to our health club and two months of free per­son­al train­ing. a. Along with your mem­ber­ship to our health club, and b. Along with your mem­ber­ship to our health club you re­ceive c. With your mem­ber­ship to our health club, d. In ad­di­tion to your mem­ber­ship to our health club be­ing e. Added to your mem­ber­ship to our health club, 133. Our con­tention is that a body of com­mon knowl­edge shared by lit­er­ate Amer­icans of the late twen­ti­eth cen­tu­ry and that this knowl­edge can be de­fined. a. Our con­tention is that a body of com­mon knowl­edge shared by b. To con­tend that a body of com­mon knowl­edge is shared by c. We con­tend that we share a body of com­mon knowl­edge in d. That a com­mon body of knowl­edge is shared is our con­tention with e. It is our con­tention that a body of com­mon knowl­edge is shared by 134. Whether they earn a BS de­gree, chem­ical en­gi­neers are al­most guar­an­teed a job. a. Whether they earn b. If they earn c. If earn­ing d. To earn e. Since earn­ing SET 12 (An­swers be­gin on page 109.) Choose the sen­tence that is NOT cor­rect­ly writ­ten or that is un­clear. If all sen­tences are cor­rect, choose an­swer d. 135. a. We asked him to pick us up in the morn­ing. b. Mrs. Ja­cobs need­ed a ride to the air­port. c. The car rac­ing up the street. d. No mis­takes. 136. a. Our neigh­bors went on va­ca­tion, go­ing to the Grand Canyon. b. There are yel­low and red tulips in my gar­den. c. We in­vit­ed Mol­ly to our house for din­ner. d. No mis­takes. 137. a. We are plan­ning to build a new fence in our back­yard. b. Where is the new din­er that ev­ery­one is talk­ing about? c. There’s noth­ing I can do to help. d. No mis­takes. 138. a. Make sure the door is locked. b. I love pump­kin pie Pearl does too. c. Yes, I will bring the dessert. d. No mis­takes. 139. a. Af­ter he left, I went straight to bed. b. For the first time, I un­der­stood what she was talk­ing about. c. We vis­it­ed the town where my fa­ther grew up last sum­mer. d. No mis­takes. 140. a. Kate was al­ler­gic to all dairy prod­ucts. b. Which of the Bea­tles’ songs is your fa­vorite? c. The com­pa­ny newslet­ter ex­plained the new va­ca­tion pol­icy. d. No mis­takes. –SEN­TENCE STRUC­TURE– 26

141. a. They went to the park and flew a kite. b. “Don’t tell me what to do,” she shout­ed. c. Liam loves the warm weath­er, un­less he knows it won’t last much longer. d. No mis­takes. 142. a. Bring your um­brel­la to­mor­row it’s sup­posed to rain. b. The dancers’ cos­tumes were be­ing de­liv­ered on Sat­ur­day. c. Would you con­sid­er bring­ing me as your guest? d. No mis­takes. 143. a. Mar­lene likes my ap­ple crisp bet­ter than Aunt Kate’s. b. The peo­ple in the au­di­to­ri­um, whether they were seat­ed or stand­ing. c. I reg­is­tered for a class in West In­di­an lit­er­ature. d. No mis­takes. 144. a. The free pass­es were giv­en to Lena and me. b. Where’s my pur­ple um­brel­la? c. Af­ter mid­night, the light on the front porch goes off. d. No mis­takes. 145. a. Katya and I were in the same pot­tery class. b. The weath­er was nicer to­day than it was yes­ter­day. c. The grapes cost more than the mel­on does. d. No mis­takes. 146. a. His jack­et is just like mine. b. Talia went to yo­ga class, and that she for­got her mat. c. In­di­ra vis­its her rel­atives fre­quent­ly. d. No mis­takes. SET 13 (An­swers be­gin on page 110.) Choose the sen­tence that ex­press­es the idea most clear­ly. 147. a. For three weeks, the Mer­ryville Fire Chief re­ceived taunt­ing calls from an ar­son­ist, who would not say where he in­tend­ed to set the next fire. b. The Mer­ryville Fire Chief re­ceived taunt­ing calls from an ar­son­ist, but he would not say where he in­tend­ed to set the next fire, for three weeks. c. He would not say where he in­tend­ed to set the next fire, but for three weeks the Mer­ryville Fire Chief re­ceived taunt­ing calls from an ar­son­ist. d. The Mer­ryville Fire Chief re­ceived taunt­ing calls from an ar­son­ist for three weeks, not say­ing where he in­tend­ed to set the next fire. 148. a. There is no true re­la­tion­ship be­tween ethics and the law. b. Ethics and the law hav­ing no true re­la­tion­ship. c. Be­tween ethics and the law, no true re­la­tion­ship. d. Ethics and the law is no true re­la­tion­ship. 149. a. Some peo­ple say ju­ry du­ty is a nui­sance that just takes up their pre­cious time and that we don’t get paid enough. b. Some peo­ple say ju­ry du­ty is a nui­sance that just takes up your pre­cious time and that one doesn’t get paid enough. c. Some peo­ple say ju­ry du­ty is a nui­sance that just takes up pre­cious time and that doesn’t pay enough. d. Some peo­ple say ju­ry du­ty is a nui­sance that just takes up our pre­cious time and that they don’t get paid enough. –SEN­TENCE STRUC­TURE– 27

150. a. As soon as she re­al­ized that the hur­ri­cane was go­ing to strike, the may­or told the res­idents to evac­uate the city. b. As soon as she re­al­ized that the hur­ri­cane was go­ing to strike, the city res­idents were told to evac­uate by the may­or. c. As soon as she re­al­ized that the hur­ri­cane was go­ing to strike, the may­or tells the city res­idents of her de­ci­sion to evac­uate. d. As soon as she re­al­ized that the hur­ri­cane was go­ing to strike, the res­idents of the city were told to evac­uate by the may­or. 151. a. A sharp­shoot­er for many years, a pea could be shot off a per­son’s shoul­der from 70 yards away by Miles John­son. b. A sharp­shoot­er for many years, Miles John­son could shoot a pea off a per­son’s shoul­der from 70 yards away. c. A sharp­shoot­er for many years, from 70 yards away off a per­son’s shoul­der Miles John­son could have shot a pea. d. A sharp­shoot­er for many years, Miles John­son could shoot from 70 yards away off a per­son’s shoul­der a pea. 152. a. By the time they are in the third or fourth grade, the eyes of most chil­dren in the Unit­ed States are test­ed. b. Most chil­dren by the time they are in the Unit­ed States have their eyes test­ed in the third or fourth grade. c. Most chil­dren in the Unit­ed States have their eyes test­ed by the time they are in the third or fourth grade. d. In the Unit­ed States by the time of third or fourth grade, there is test­ing of the eyes of most chil­dren. 153. a. Ul­tra­vi­olet ra­di­ation lev­els are 60% high­er at 8,500 feet from the sun than they are at sea lev­el, ac­cord­ing to re­searchers. b. Re­searchers have found from the sun ul­tra­vi­olet ra­di­ation lev­els 60% high­er, they say, at 8,500 feet than at sea lev­el. c. Re­searchers have found that ul­tra­vi­olet ra­di­ation lev­els from the sun are 60% high­er at 8,500 feet than they are at sea lev­el. d. At 8,500 feet re­searchers have found that ul­tra­vi­olet ra­di­ation lev­els are 60% high­er from sea lev­el with the sun’s rays. –SEN­TENCE STRUC­TURE– 28

A gree­ment is a very im­por­tant step in con­struct­ing a co­her­ent sen­tence. There are three ba­sic agree­ments in a sen­tence: sub­ject-​verb agree­ment, tense agree­ment, and an­tecedent- pro­noun agree­ment. First, you have to know the def­ini­tion of a verb: ✓ Ve r b : a word or group of words de­scrib­ing the ac­tion or the state of be­ing of a sub­ject. Sub­ject-​Verb Agree­ment ✓ If the sub­ject is sin­gu­lar, the verb is sin­gu­lar; if the sub­ject is plu­ral, the verb is plu­ral➞Mrs. Hen­drick­son feeds the birds ev­ery day. Or: The Hen­drick­sons feed the birds ev­ery day. ✓ Sub­jects joined by and are plu­ral and re­ceive a plu­ral verb➞Jolie and Lara swim to­geth­er ev­ery Thurs­day. ✓ Sub­jects joined by or or nor adopt the sin­gu­lar­ity or plu­ral­ity of the last sub­ject; ac­cord­ing­ly, the verb match­es it➞Ei­ther that cat or those dogs have been eat­ing my snacks! Pro­noun-​An­tecedent Agree­ment ✓ Each, ei­ther, nei­ther, any­body, any­one, ev­ery­body, ev­ery­one, no one, no­body, one, some­body, and some­one are sin- gu­lar pro­nouns and re­ceive sin­gu­lar verbs. ✓ Both, few, many, and sev­er­al are plu­ral pro­nouns and re­ceive plu­ral verbs. ✓ All, any, most, none, and some can be sin­gu­lar or plu­ral pro­nouns, de­pend­ing on their use. These pro­nouns can re­ceive plu­ral or sin­gu­lar verbs. ✓ Do not be con­fused by words or phras­es that fol­low a sub­ject that are not the sub­ject➞One of the chairs is dam­aged. His work, one of the many works ex­hib­it­ed here to­day, is re­fresh­ing­ly naive. SEC­TION Agree­ment 3 29

Tense Agree­ment ✓ Main­tain one tense in a com­plete thought: past tense or present tense.➞ In­cor­rect: In the game of hide and seek, Bob­by chased Mary and tag her from be­hind. Cor­rect: In the game of hide and seek, Bob­by chased Mary and tagged her from be­hind. In­cor­rect: Dusk had just set­tled when I see a fawn timid­ly step on­to the beach. Cor­rect: Dusk had just set­tled when I saw a fawn timid­ly step on­to the beach. Do not use of in place of have. You can­not avoid pro­nouns. Pro­nouns sub­sti­tute for nouns. In­stead of say­ing, “Be­cause Janie was late, Janie hopped on Janie’s moped, and Janie raced to the wed- ding,” you would say, “Be­cause Janie was late, she hopped on her moped, and she raced to the wed­ding.” In this sec­tion, you will not on­ly clar­ify am­bigu­ous pro­nouns and as­sure pro­noun-​an­tecedent agree­ment, you will al­so grap­ple with con­trac­tions. All too of­ten, cer­tain pro­nouns and con­trac­tions are con­fused. “The file cab­inet draw­er snagged on an over­stuffed fold­er; it’s now stuck just be­fore its halfway point.” It’s is a con- trac­tion mean­ing it is, while its is a pos­ses­sive pro­noun mean­ing the draw­er’s halfway point. The on­ly vi­su­al dif­fer­ence be­tween the two is an apos­tro­phe neat­ly in­sert­ed be­tween the t and the s in the con­trac­tion. Do You Know These Terms? ✓ An­tecedent: In the last ex­am­ple, Janie is the spe­cif­ic noun that she and her re­place; so Janie is the an­tecedent. The pres­ence of the an­tecedent in a sen- tence is as im­por­tant as which pro­nouns sub­sti­tute for it. ✓ Con­trac­tions: When two words are made in­to one by omit­ting let­ters and us­ing an apos­tro­phe to high- light the omis­sion—that’s a con­trac­tion. ✓ Sub­jec­tive, Ob­jec­tive, and Pos­ses­sive Cas­es:Per- sons or things (nouns) act­ing on oth­er things are sub­jects. Pro­nouns that re­fer to these sub­jects are in the sub­jec­tive case (I, you, he, she, we, they, who). Per­sons or things act­ed up­on (in oth­er words, they are not per­form­ing the ac­tion) are ob­jects. Pro- nouns that re­fer to these ob­jects are in the ob­jec­tive case (me, you, him, her, us, them, whom). Sub­jects or ob­jects that claim own­er­ship of some­thing are pos­ses­sors. Pro­nouns that claim their pos­ses­sions are in the pos­ses­sive case (my, your, his, her, our, your, whose). ✓ Avoid Am­bigu­ous Pro­noun Ref­er­ences. The an­tecedent that a pro­noun refers to must be clear­ly stat­ed and in close prox­im­ity to its pro­noun. If more sub­jects than one are present, in­di- cate which sub­ject is the an­tecedent.➞When Kather­ine and Melis­sa left for Eng­land, she prom- ised to write me about all their ad­ven­tures. Who is she? Kather­ine or Melis­sa? Pro­nouns should ✓ Agree in num­ber with their an­tecedent: Sin­gu­lar an­tecedents use sin­gu­lar pro­nouns, and plu­ral an­tecedents use plu­ral pro­nouns. ✓ Com­pound an­tecedents joined by and use plu­ral pro­nouns.➞A horse and a don­key make a mule. Even though the horse and the don­key are sin­gu­lar sub­jects, to­geth­er they cre­ate one plu­ral sub­ject. ✓ Com­pound an­tecedents joined by or or nor use pro- nouns that agree with the near­est an­tecedent.➞ Nei­ther my one cat nor my four dogs are as dif­fi­cult to main­tain as my one pet fish. ✓ Col­lec­tive nouns use sin­gu­lar pro­nouns un­less it is ob­vi­ous that ev­ery per­son or thing in the group act in­di­vid­ual­ly.➞The com­pa­ny man­dat­ed a uni­ver­sal nap­time for all its em­ploy­ees. They felt work­ers could sus­tain pro­duc­tiv­ity longer in­to the af­ter­noon if they –AGREE­MENT– 30

rest­ed in the ear­ly af­ter­noon. Un­less it is a one- per­son op­er­ation, a com­pa­ny usu­al­ly em­ploys many peo­ple. How­ev­er, it is treat­ed like a sin­gu­lar noun. In the first sen­tence, the sin­gu­lar pro­noun it sub- sti­tutes for com­pa­ny. In the sec­ond sen­tence, in­di- vid­uals in the com­pa­ny feel sep­arate­ly, and so the plu­ral pro­noun they re­places the sub­ject. ✓ Per­sons re­ceive the pro­nouns who, whom, or whose, not that or which. ✓ Af­ter is, are, was, or were use the sub­jec­tive case. ✓ Pro­nouns pre­ced­ing or fol­low­ing in­fini­tive verbs (the plain form of a verb pre­ced­ed by to) take the ob­jec­tive case.➞Bil­ly Jean begged him to play catch, but he did not want to play ball with her at that mo­ment. In the first clause, him is the sub­ject; in the sec­ond clause, her is an ob­ject. De­spite their dif­fer- ence, both take the ob­jec­tive case be­cause of the in­fini­tive to play. –AGREE­MENT– 31 SET 14 (An­swers be­gin on page 110.) For the fol­low­ing ques­tions, choose the un­der­lined part of the sen­tence that con­tains a gram­mat­ical er­ror. If there are no er­rors, choose an­swer e. 154. We knew Lawrence must of missed the ap­point­ment be­cause train ser­vice was dis­rupt­ed for ab c three hours this morn­ing.No er­ror. de 155. Ev­ery year, a few com­mit­ted cit­izens ex­ceeds our ex­pec­ta­tions and work tire­less­ly to im­prove our ab d com­mu­ni­ty pro­grams in sig­nif­icant ways. No er­ror. e 156. Each of the em­ploy­ees have had a half-​hour eval­ua­tion meet­ing with his or her su­per­vi­sor. No er­ror. abc d e 157. Here are one of the three keys you will need to un­lock the of­fice door to­mor­row.No er­ror. abc de 158. Soon af­ter Dono­van left to walk to work, he re­al­ized that he would for­get his um­brel­la. No er­ror. ab c d e 159. Some­one from the garage phoned to say that the car had been fixed and ask­ing if we would pick it up abc by 5:00. No er­ror. e

SET 15 (An­swers be­gin on page 111.) Fill in the blank with the cor­rect verb form. 166. On March 15, 2006, the May­wood Recre­ation De­part­ment re­quest­ed a grant from the state to re­build the com­mu­ni­ty cen­ter that _________________ in the re­cent fire. a. de­stroys b. will be de­stroyed c. had been de­stroyed d. is be­ing de­stroyed 167. Matthew Mor­ris and Jes­si­ca Glass­man host­ed a hol­iday par­ty that The Riv­er Bank Café _________________. a. caters b. will cater c. is cater­ing d. catered –AGREE­MENT– 32 160. In 1963, Bet­ty Friedan’s ex­posé of do­mes­tic­ity, The Fem­inine Mys­tique, be­came an im­me­di­ate best­seller ab c and cre­at­ing a na­tion­al sen­sa­tion. No er­ror. de 161. The staff at the uni­ver­si­ty li­brary de­serve recog­ni­tion for help­ing to lo­cate the many sources need­ed for ab c d the suc­cess­ful com­ple­tion of my doc­tor­al dis­ser­ta­tion. No er­ror. e 162. Home­stead­ers on the Great Plains had to build homes, find wa­ter in a semi­arid land, and to learn to ab cd un­der­stand the bless­ings of the en­vi­ron­ment. No er­ror. e 163. Dur­ing the win­ter sea­son, home­own­ers should change their dis­pos­able fur­nace fil­ters at least once a month; a dirty fil­ter re­duce fur­nace ef­fi­cien­cy. No er­ror. cd e 164. The chief ex­ec­utive of­fi­cer and the chair­man of the board agrees that the new ben­efit pack­age ab should in­clude a den­tal health plan as well as eye care. No er­ror. cd 165. Watch­ing the film, I be­gun to ask my­self why I cared about these char­ac­ters when I felt such an in­tense abc d un­ease. No er­ror. e

168. Megan is try­ing to read all three books in the se­ries be­fore sum­mer ____________. a. end­ed b. will have end­ed c. will end d. ends 169. We have ______________ more sweets since that won­der­ful bak­ery opened down the block. a. ate b. been eat­ing c. been eat d. eat 170. While at­tempt­ing to _____________ his bro­ken bi­cy­cle, Leo Don­ner re­al­ized that he didn’t have the prop­er tools. a. be re­pair­ing b. have re­paired c. re­pair d. re­paired 171. ___________ the po­lice im­me­di­ate­ly. a. Call b. Called c. Been call­ing d. To call 172. The biggest prob­lem with Martha’s gar­den __________ too many weeds. a. will have been b. were c. will have d. was 173. Last week, Tra­cy and Shane were hon­ored at a lun­cheon for their part in res­cu­ing a child who ____________________ in­to an icy pond. a. falls b. would fall c. had fall­en d. has fall­en 174. The wom­an who con­front­ed the own­er of the un­leashed dog ____________ an­gry. a. were b. was c. are d. have been 175. The boy ______________ the bat and ran to first base as fast as he could. a. swings b. swinged c. swung d. swing 176. There ___________ four ex­cel­lent restau­rants in the cen­ter of town. a. is b. are c. was d. be­ing 177. The noise from the lawn mow­ers ______________ loud­er as the morn­ing pro­gress­es. a. gets b. get c. have got­ten d. are get­ting SET 16 (An­swers be­gin on page 111.) Re­place the un­der­lined words with the phrase that best com­pletes the sen­tence. If the sen­tence is cor- rect as is, choose a. 178. The words Equal Jus­tice Un­der Law is carved above the main en­trance to the Supreme Court. a. is carved b. carved c. has been carved d. are carved e. been carved –AGREE­MENT– 33

179. In clas­si­cal eco­nom­ic the­ory, the re­la­tion­ship be­tween sup­ply and de­mand de­ter­mines the price of a com­mod­ity. a. be­tween sup­ply and de­mand de­ter­mines b. among sup­ply and de­mand de­ter­mines c. among sup­ply and de­mand de­ter­mine d. be­tween sup­ply and de­mand de­ter­mine e. with sup­ply and de­mand de­ter­mine 180. A cor­po­ra­tion cre­at­ed by the fed­er­al gov­ern­ment dur­ing the Great De­pres­sion, the Ten­nessee Val­ley Au­thor­ity (TVA) is re­spon­si­ble for flood con­trol, must gen­er­ate elec­tric pow­er, and soil con­ser­va­tion. a. flood con­trol, must gen­er­ate elec­tric pow­er, and soil con­ser­va­tion. b. flood con­trol, gen­er­at­ing elec­tric pow­er, and for soil con­ser­va­tion. c. con­trol­ling floods, gen­er­at­ing elec­tric pow­er, and soil con­ser­va­tion. d. flood con­trol, the gen­er­ation of elec­tric pow­er, and soil con­ser­va­tion. e. flood con­trol, for the gen­er­ation of elec­tric pow­er, and con­serv­ing the soil. 181. Ac­cord­ing to tra­di­tion­al Chi­nese medicine, peo­ple with healthy liv­ers are said to be calm and that they pos­sess unerring judg­ment. a. are said to be calm and that they pos­sess b. are said to be calm and to pos­sess c. said to be calm and pos­sess­ing d. have said to be calm and to pos­sess e. are said to be calm and pos­ses­sive of 182. When the phone is ring­ing, Ja­co­by had been writ­ing in his jour­nal. a. is ring­ing, Ja­co­by had been writ­ing b. rings, Ja­co­by was writ­ing c. rang, Ja­co­by was writ­ing d. had rung, Ja­co­by was writ­ing e. rang, Ja­co­by will be writ­ing 183. To de­ter­mine the speed of au­to­mo­biles, radar is of­ten used by the state po­lice. a. To de­ter­mine the speed of au­to­mo­biles, radar is of­ten used by the state po­lice. b. To de­ter­mine the speed of au­to­mo­biles, it is of­ten nec­es­sary for the state po­lice to use radar. c. In de­ter­min­ing the speed of au­to­mo­biles, the use of radar by state po­lice is of­ten em­ployed. d. To de­ter­mine the speed of au­to­mo­biles, the state po­lice of­ten use radar. e. Radar by state po­lice in de­ter­min­ing the speed of au­to­mo­biles is of­ten used. 184. Ev­ery­one signed the pe­ti­tion be­fore sub­mit­ting to the city coun­cil. a. sub­mit­ting b. one sub­mits it c. you sub­mit it d. we will sub­mit it e. we sub­mit­ted it 185. I have a cross-​train­ing ex­er­cise pro­gram: I swim laps, play ten­nis, the weight ma­chines, and bi­cy­cle rid­ing. a. I swim laps, play ten­nis, the weight ma­chines, and bi­cy­cle rid­ing. b. I swim laps, play ten­nis, lift weights, and ride a bi­cy­cle. c. I swim laps, play ten­nis, I lift weights, and bi­cy­cle rid­ing is a change. d. swim­ming laps, ten­nis, lift­ing weights, and the bi­cy­cle. e. swim laps, play ten­nis, lift­ing weights, and rid­ing a bi­cy­cle. –AGREE­MENT– 34

186. We all ar­rived at the the­ater on time, but be­fore we bought our tick­ets, Can­dace says that she’s changed her mind and doesn’t want to see the movie af­ter all. a. says that she’s changed her mind and doesn’t b. said that she had changed her mind and didn’t c. is say­ing that she’d changed her mind and doesn’t d. told us that she is chang­ing her mind and didn’t e. tells us that she had changed her mind and doesn’t 187. State Sen­ator Par­tridge wished to in­sure the peo­ple that their tax dol­lars would be spent wise­ly. a. to in­sure the peo­ple that their tax dol­lars would be spent wise­ly. b. that the peo­ple would be in­sured of tax dol­lars wise­ly spent. c. in as­sur­ing the peo­ple, that their tax dol­lars would be wise­ly spent. d. to as­sure the peo­ple that he would spend their tax dol­lars wise­ly. e. to as­sure and promise the peo­ple of his in­ten­tions to spend their tax dol­lars wise­ly. 188. Be­cause he was giv­en a lo­cal anes­thet­ic, Josh was con­science through­out the op­er­ation. a. Josh was con­science through­out the op­er­ation. b. Josh had a con­science dur­ing the op­er­ation. c. the op­er­ation was com­plet­ed with Josh con­scious­ness. d. the op­er­ation was done while Josh held con­scious­ness. e. Josh re­mained con­scious through­out the op­er­ation. SET 17 (An­swers be­gin on page 112.) Find the sen­tence that has a mis­take in gram­mar or us­age. If you find no mis­takes, mark choice d. 189. a. No, it’s not true. b. The cur­tain closed, and the peo­ple will ap­plaud. c. My sis­ter is a nurse prac­ti­tion­er. d. No mis­takes. 190. a. They talked through the en­tire movie. b. The plants in this gar­den does not re­quire much wa­ter. c. She al­ways brings turkey sand­wich­es for lunch. d. No mis­takes. 191. a. Where are Gi­an­na’s art sup­plies? b. Dar­ren should of been giv­en a chance to au­di­tion. c. It’s go­ing to take all day. d. No mis­takes. 192. a. Olivia took her old­er sis­ter out for lunch. b. Nicholas is learn­ing to speak Ger­man. c. Franklin drunk three bot­tles of wa­ter af­ter the game. d. No mis­takes. 193. a. She showed us five dif­fer­ent shades of blue paint. b. The liveli­est one of the three pup­pies are not adopt­ed yet. c. This is the best birth­day par­ty I have ev­er had. d. No mis­takes. 194. a. When I go the mu­se­um, I wore com­fort­able shoes. b. She was ap­proached, but she de­clined the of­fer. c. There are sev­en floors in this build­ing. d. No mis­takes. –AGREE­MENT– 35

195. a. David and Mick­ey danced in the street. b. Here is the pho­tographs I want­ed to show you. c. My grand­fa­ther owns a 1967 Mus­tang. d. No mis­takes. 196. a. It has not rained since last April. b. The ju­rors walked solemn­ly in­to the room. c. Had we known, we would not have come. d. No mis­takes. 197. a. The dog’s bark­ing woke us. b. Ur­su­la has broke one of your plates. c. The sun rose from be­hind the moun­tain. d. No mis­takes. 198. a. Af­ter we sat down to eat din­ner, the phone rung. b. “Keep a pos­itive at­ti­tude,” he al­ways says. c. Sign here. d. No mis­takes. 199. a. The chil­dren’s books are over there. b. She missed the bus and ar­rives late. c. There is hard­ly enough food for a mouse. d. No mis­takes. 200. a. The win­ners were an­nounced yes­ter­day. b. Liam is the on­ly one of the boys who were cho­sen. c. Al­though Nick was not se­lect­ed, he was hap­py for the oth­ers. d. No mis­takes. 201. a. He shook the crumbs from the table­cloth. b. We will strive to do our best. c. I see that Fred has wore his old shoes. d. No mis­takes. 202. a. When I heard the alarm, I jump out of bed. b. Mr. Fox is the pres­ident of his own com­pa­ny. c. At night, I lis­tened to jazz on the ra­dio. d. No mis­takes. SET 18 (An­swers be­gin on page 112.) Choose the sen­tence that is the most clear­ly writ­ten and has the best con­struc­tion. 203. a. All the chil­dren got out their rugs and took a nap. b. All the chil­dren have got­ten out their rugs and took a nap. c. All the chil­dren got out their rugs and have tak­en a nap. d. All the chil­dren got­ten out their rugs and tak­en a nap. 204. a. At first I was lik­ing the sound of the wind, but lat­er it got on my nerves. b. At first I liked the sound of the wind, but lat­er it has got­ten on my nerves. c. At first I like the sound of the wind, but lat­er it got on my nerves. d. At first I liked the sound of the wind, but lat­er it got on my nerves. 205. a. I be­came ill from eat­ing too many fried clams. b. I be­came ill from eat­en too many fried clams. c. I ate too many fried clams and be­com­ing ill. d. I ate too many fried clams and be­come ill. 206. a. As the old say­ing goes, a cat may look at a king. b. A cat look­ing at a king, ac­cord­ing to the old say­ing. c. The old say­ing be­ing, a cat may look at a king. d. A cat look­ing at a king, in the old say­ing. 207. a. A longer hap­pi­er life, caused by one’s own­ing a pet. b. Own­ing a pet, for one to live a longer, hap­pi­er life. c. To live a longer, hap­pi­er life by one’s own­ing a pet. d. Own­ing a pet can help one live a longer, hap­pi­er life. –AGREE­MENT– 36

208. a. One of the first mod­ern de­tec­tives in lit­er­ature were cre­at­ed by Edgar Al­lan Poe. b. One of the first mod­ern de­tec­tives in lit­er­ature was cre­at­ed by Edgar Al­lan Poe. c. Edgar Al­lan Poe hav­ing cre­at­ed one of the first mod­ern de­tec­tives in lit­er­ature. d. In lit­er­ature, one of the first mod­ern de­tec­tives, cre­at­ed by Edgar Al­lan Poe. 209. a. My broth­er and I go­ing to see the ball game. b. My broth­er and I are go­ing to see the ball game. c. My broth­er and I see­ing the ball game. d. My broth­er and I to the ball game. 210. a. I don’t like fish as well as my sis­ter does. b. I don’t like fish as well as my sis­ter. c. Fish isn’t liked by me as well as my sis­ter. d. My sis­ter likes it, but I don’t like fish as well. 211. a. Af­ter rent­ing him the room, Alvin dis­cov­ered Mr. Mor­ris owned a cat. b. Af­ter rent­ing him the room, a cat was dis­cov­ered to be­long to Mr. Mor­ris. c. A cat be­long­ing to Mr. Mor­ris was dis­cov­ered by Alvin af­ter rent­ing him a room. d. Af­ter rent­ing him a room, Mr. Mor­ris was dis­cov­ered by Alvin to own a cat. 212. a. We ate the pop­corn and watch the movie. b. While watch­ing the movie, the pop­corn was eat­en. c. Pop­corn, while watch­ing the movie, was eat­en. d. We ate the pop­corn while we watched the movie. –AGREE­MENT– 37 SET 19 (An­swers be­gin on page 113.) For the fol­low­ing ques­tions, choose the un­der­lined part of the sen­tence that con­tains a gram­mat­ical er­ror. If there are no er­rors, choose an­swer e. 213. All em­ploy­ees with two years’ ex­pe­ri­ence are en­ti­tled to full ben­efits, in­clud­ing health in­sur­ance, life ab cd in­sur­ance, a re­tire­ment plan, and stock op­tions. No er­ror. e 214. Be­cause their afraid of air trav­el, my moth­er and my Aunt Fe­li­cia have de­cid­ed to take the train abc from Chica­go to New Or­leans. No er­ror. de 215. To find the perime­ter of a poly­gon, add the lengths of it’s sides. No er­ror. abcde 216. Af­ter the di­rec­tor and as­sis­tant di­rec­tor both re­signed, we all won­dered who would be ap­point­ed abc to fill their po­si­tions. No er­ror. de

217. Last spring, my cousin and I packed the tent, the sleep­ing bags, and a cool­er filled with food and head­ed abc west. No er­ror. de 218. Al­though it usu­al­ly has a soft body and mus­cu­lar feet, some mol­lusks al­so have hard shells. No er­ror. abc de 219. For all of those peo­ple who have vowed to give up fat­ty foods, video games, and shop­ping for the new a year, here’s an in­cen­tive to keep him on the straight and nar­row path. No er­ror. bcde 220. Even as the main­stream mu­sic in­dus­try push­es fur­ther in­to the dig­ital world of sol­id state cir­cuit­ry, ab there is a re­newed in­ter­est in old-​style am­pli­fiers and speak­ers. No er­ror. cde 221. To for­mal­ize and com­mit them­selves to there new gov­ern­ment, the Pil­grims signed the Mayflow­er Pact. abc No er­ror. e 222. Last sum­mer around the end of Ju­ly, my broth­er, my Aunt Claris­sa, and me jumped in­to the Ford ab c sta­tion wag­on and head­ed out of the city. No er­ror. de 223. The term “blood type” refers to one of the many groups in­to which a per­son’s blood can be cat­ego­rized, abcd based on the pres­ence or ab­sence of spe­cif­ic anti­gens. No er­ror. e 224. As you use them, re­mem­ber that this glos­sary is in­tend­ed to be a guide and that noth­ing in it is abc is ab­so­lute. No er­ror. de 225. Al­though the chances of be­ing vic­tim­ized are slim, if your not care­ful, air­port thieves—who look like ab c or­di­nary trav­el­ers—can make off with your purse, your wal­let, your phone card, and all your cred­it d cards. No er­ror. e –AGREE­MENT– 38

SET 20 (An­swers be­gin on page 113.) Fill in the blank with the cor­rect pro­noun. 228. That fine cir­cus ele­phant now be­longs to my sis­ter and ________. a. I b. me c. mine d. my­self 229. The per­son ________ made these de­li­cious can­died figs has my vote. a. that b. whom c. who d. whose 230. If you don’t stop play­ing ________ video games, you will miss the bus. a. that b. those c. them d. this 231. George and Michael left ________ back­packs at school. a. his b. their c. there d. its 232. If you steal ________ ar­ti­choke from Pe­tra’s gar­den, you’ll be sor­ry. a. them b. those c. that d. these 233. We ar­ranged the flow­ers and placed ________ in the cen­ter of the ta­ble. a. it b. this c. them d. that 234. ________ met more than ten years ago at a mu­tu­al friend’s birth­day par­ty. a. Her and I b. Her and me c. She and me d. She and I 235. My par­ents ap­proved of ________ tak­ing gui­tar lessons. a. my b. me c. I d. mine –AGREE­MENT– 39 226. The dis­tinct ge­ol­ogy of Cape Cod be­gan to form about 20,000 years ago when the Wis­con­sin Glacier, a up to two miles thick, pushed its way south from Cana­da, stopped, and then slow­ly re­ced­ed. No er­ror. bc d e 227. Al­though this was an un­usu­al­ly dry sum­mer, the corn crop was not se­ri­ous­ly dam­aged. No er­ror. abc d e

SET 21 (An­swers be­gin on page 114.) Re­place the un­der­lined words with the phrase that best com­pletes the sen­tence. If the sen­tence is cor- rect as is, choose a. 236. It was ei­ther Kendra or Zoë who brought their vol­ley­ball to the pic­nic. a. brought their b. brought her c. brought their d. brang their e. brang her 237. Whose car will you take when you drive to their house? a. Whose car will you take when you drive to their b. Whose car will you take when you drive to there c. Who’s car will you take when you drive to their d. Who’s car will take when you drive to there e. Which car will you take when you drive to there 238. If some­one is look­ing for the best car loan, you should com­pare in­ter­est rates at sev­er­al banks. a. If some­one is look­ing b. When one is look­ing c. If you are look­ing d. To have a per­son look e. When some­one is about to look 239. When two an­gles have the same de­gree mea­sure, it is said to be con­gru­ent. a. When two an­gles have the same de­gree mea­sure, it is said to be con­gru­ent. b. When two an­gles has the same de­gree mea­sure, it is said to be con­gru­ent. c. Two an­gles with the same de­gree mea­sure is said to be con­gru­ent. d. They are con­gru­ent when the said two an­gles has the same de­gree mea­sure. e. When two an­gles have the same de­gree mea­sure, they are said to be con­gru­ent. 240. The friend­ship be­tween An­dre and Robert be­gan when he and his fam­ily moved to Ohio. a. The friend­ship be­tween An­dre and Robert be­gan when he and his b. An­dre and Robert’s friend­ship be­gan when he and his c. The friend­ship among the two boys be­gan when he and his d. The friend­ship be­tween An­dre and Robert be­gan when Robert and his e. An­dre and Robert’s friend­ship be­gan when their SET 22 (An­swers be­gin on page 114.) Find the sen­tence that has a mis­take in gram­mar or us­age. If you find no mis­takes, mark choice d. 241. a. Of the four of us, I am the tallest. b. Wil­son’s broth­er is a chem­ical en­gi­neer. c. That fine cir­cus ele­phant now be­longs to my sis­ter and I. d. No mis­takes. –AGREE­MENT– 40

242. a. Help is on the way. b. The fire­men used a lad­der to reach the kit­ten. c. Don’t slip on the icy side­walk. d. No mis­takes. 243. a. His fam­ily has lived in this town for thir­ty- five years. b. You’re the on­ly one who can re­mem­ber that song. c. That’s the quick­est way to get to Sylvia’s house. d. No mis­takes. 244. a. “Meet me at six o’clock,” she said. b. Tired of run­ning, she slowed her pace to a fast walk. c. Gabriel and me will at­tend the ge­og­ra­phy bee. d. No mis­takes. 245. a. Sheila’s sis­ter want­ed to ac­com­pa­ny us to the par­ty. b. Who’s scarf is this? c. “Be sure to wear some­thing com­fort­able,” she said. d. No mis­takes. 246. a. The main prob­lem Jim had was too many park­ing tick­ets. b. As the bears ran to­ward us, it was growl­ing. c. Try us­ing less but­ter next time. d. No mis­takes. 247. a. Ka­mala was the most in­tel­li­gent per­son in the group. b. The Eif­fel Tow­er is in Paris, France. c. Nick Car­raway is a char­ac­ter in The Great Gats­by. d. No mis­takes. 248. a. They weren’t the on­ly ones who didn’t like the movie. b. “Please come back an­oth­er time,” Aunt Julie begged. c. “Threes a crowd,” he al­ways says. d. No mis­takes. 249. a. The first house on the street is there’s. b. I love the fire­works on the Fourth of Ju­ly. c. My grand­par­ents live in San Juan, Puer­to Ri­co. d. No mis­takes. 250. a. Ei­ther Cassie nor I heard the door open. b. How many peo­ple signed the Dec­la­ra­tion of In­de­pen­dence? c. Draw up a plan be­fore you make your de­ci­sion. d. No mis­takes. 251. a. It’s not my fault that you and him got caught. b. “Do you brush twice a day?” Dr. Evans asked. c. What’s the weath­er re­port? d. No mis­takes. 252. a. Couldn’t you ar­rive fash­ion­ably late? b. You’re as­sump­tion is cor­rect. c. I know that Bows­er will be well treat­ed. d. No mis­takes. 253. a. We in­vit­ed May­or Chen to speak at our school. b. The alarm sound­ed, and the fire­fight­ers jumped in­to the truck. c. The com­mit­tee mem­bers should work as hard as one can. d. No mis­takes. –AGREE­MENT– 41

254. a. He wore two dif­fer­ent shoes to class. b. Rhon­da’s sis­ter bought a new Pon­ti­ac. c. Lake Su­pe­ri­or is the largest of the Great Lakes. d. No mis­takes. 255. a. She and I have been friends for more than ten years. b. Is that one of the O’Far­rell chil­dren? c. They took too much time to an­swer. d. No mis­takes. SET 23 (An­swers be­gin on page 114.) Choose the sen­tence that is the most clear­ly writ­ten and has the best con­struc­tion. 256. a. Melanie wrote to her sis­ter once a week while she was liv­ing abroad. b. While her sis­ter was liv­ing abroad, Melanie wrote to her once a week. c. When trav­el­ing abroad, a let­ter was writ­ten once a week by Melanie to her sis­ter. d. Her sis­ter re­ceived a let­ter once a week from Melanie while she was liv­ing abroad. 257. a. Some of the in­struc­tions I have to fol­low are very de­tailed, but that doesn’t both­er one as long as they are clear. b. Some of the in­struc­tions I have to fol­low are very de­tailed, but that doesn’t both­er you as long as they are clear. c. Some of the in­struc­tions I have to fol­low are very de­tailed, but it doesn’t both­er a per­son as long as they are clear. d. Some of the in­struc­tions I have to fol­low are very de­tailed, but that doesn’t both­er me as long as they are clear. 258. a. In search of the miss­ing teenagers, who still had not been found through snake-​rid­den un­der­brush all day, the ex­haust­ed vol­un­teers had strug­gled. b. All day the ex­haust­ed vol­un­teers had strug­gled through snake-​rid­den un­der­brush in search of the miss­ing teenagers, who still had not been found. c. All day the ex­haust­ed vol­un­teers had strug­gled through snake-​rid­den un­der­brush who still had not been found in search­ing for the miss­ing teenagers. d. The ex­haust­ed vol­un­teers who still had not found in search of the miss­ing teenagers when they had strug­gled through snake- rid­den un­der­brush. 259. a. One New York pub­lish­er have es­ti­mat­ed that 50,000 to 60,000 peo­ple in the Unit­ed States want an an­thol­ogy that in­cludes the com­plete works of William Shake­speare. b. One New York pub­lish­er has es­ti­mat­ed that 50,000 to 60,000 peo­ple in the Unit­ed States want a an­thol­ogy that in­cludes the com­plete works of William Shake­speare. c. One New York pub­lish­er has es­ti­mat­ed that 50,000 to 60,000 peo­ple in the Unit­ed States want an an­thol­ogy that in­cludes the com­plete works of William Shake­speare. d. One New York pub­lish­er has es­ti­mat­ed that 50,000 to 60,000 peo­ple in the Unit­ed States want an an­thol­ogy that in­clud­ed the com­plete works of William Shake­speare. –AGREE­MENT– 42

A djec­tives and ad­verbs mod­ify sub­jects and/or their ac­tions in a sen­tence. In the sen­tence, “The or­ange and striped cat leapt nim­bly across the dress­er,” ad­jec­tives and ad­verbs spec­ify what kind of cat (an “or­ange and striped cat”) and how that cat leapt (“nim­bly”). All too of­ten, ad­jec­tives and ad­verbs are con­fused for one an­oth­er. How­ev­er, in this sec­tion, you will put each in its prop­er place and in its prop­er form. First, you have to know the def­ini­tion of a mod­ifi­er: ✓ A mod­ifi­er de­scribes or lim­its an­oth­er word.➞Lily is a sub­ject. Add the word tiger be­fore lily and the sub­ject is mod­ified: It is now a spe­cif­ic type of lily. Pushed is an ac­tion word. Add shy­ly and the ac­tion is lim­it­ed: It is now a gen­tler ac­tion. Put the sub­ject, its ac­tion, and the mod­ifiers all to­geth­er and the sen­tence reads: Un­like its fierce name­sake, the tiger lily pushed its head shy­ly through the soil. Types of Mod­ifiers ✓ Ad­jec­tives mod­ify nouns or pro­nouns. (Hint: An ad­jec­tive an­swers one of three ques­tions: which one, what kind, or how many?) ✓ Ad­verbs mod­ify verbs, ad­jec­tives, oth­er ad­verbs, or whole groups of words. (Hint: An ad­verb an­swers one of four ques­tions: where, when, how, or to what ex­tent?) ✓ Com­par­atives are ad­jec­tives and ad­verbs used to com­pare two things. ✓ Su­perla­tives are ad­jec­tives and ad­verbs used to com­pare more than two things. Fol­low this guide­line and you will do well (well de­scribes the verb to do; there­fore it is an ad­verb!): ✓ Al­ways iden­ti­fy whether a mod­ifi­er de­scribes or lim­its a sen­tence’s sub­ject or its ac­tion. ✓ Use good and bad to de­scribe nouns. ✓ Use well and bad­ly to de­scribe verbs, ex­cept when well means “fit” or “healthy.” When well de­scribes a state of be­ing, it is an ad­jec­tive.➞With rep­eti­tion, you will soon write well. Well de­scribes how the sub­ject writes; it is SEC­TION Mod­ifiers 4 43

an ad­verb. Af­ter two months of phys­ical ther­apy, Bob was well. Well de­scribes Bob’s state of be­ing; it is an ad­jec­tive. ✓ Use an ad­jec­tive af­ter a link­ing verb. The fol­low­ing words are link­ing verbs when they ex­press a state of be­ing: look, sound, smell, feel, taste, ap­pear, seem, be­come, grow, turn, prove, re­main, and stay. ➞Howard leaned over and sur­rep­ti­tious­ly smelled Lee; she smelled sweet. Sur­rep­ti­tious­ly de­scribes how Howard sniffed at the oth­er per­son; in this case, it is an ad­verb be­cause it de­scribes the act of smelling. Sweet de­scribes Lee; the word smell links the ad­jec- tive back to the sub­ject. ✓ Use the ad­jec­tive few­er to de­scribe plu­ral nouns and the ad­jec­tive less to de­scribe sin­gu­lar nouns. ✓ Use the word num­ber to de­scribe plu­ral nouns and the word amount to de­scribe sin­gu­lar nouns. ✓ Add -er to a mod­ifi­er or place the word more or less be­fore the mod­ifi­er to com­pare two things. This cre­ates a com­par­ison. (Hint: One to two syl- lable mod­ifiers usu­al­ly re­ceive the suf­fix -er;mod- ifiers with more than two syl­la­bles use more or less be­fore them.) ✓ Add -est to a mod­ifi­er or place the word most or least be­fore the mod­ifi­er to in­di­cate the ex­treme de­gree of a thing (Hint: One- to two-​syl­la­ble mod­ifiers re­ceive -est; mod­ifiers with more than two syl­la­bles use most or least be­fore them.) ✓ Avoid dou­ble com­par­atives or dou­ble su­perla­tives. Adding the suf­fix -er or -est to a mod­ifi­er and pre­ced­ing the mod­ifi­er with more or most is re­dun­dant.➞Lind­sey amazed the class with her gram­mat­ical skills; she was the most smartest per­son they had ev­er seen. Lind­sey is al­ready the smartest. Most al­so means smartest—the phrase most smartest is re­dun­dant. ✓ Avoid dou­ble neg­atives un­less you mean to ex­press the pos­itive.➞Tom hard­ly did not feel tense when­ev­er he ap­proached gram­mar. Hard­ly and did not can­cel each oth­er out. The sen­tence re­al­ly reads: Tom felt tense when­ev­er ap­proach­ing gram­mar. ✓ Avoid il­log­ical com­par­isons. Some words al­ready in­di­cate an ex­treme de­gree; like dou­ble com­para- tives and dou­ble su­perla­tives, adding the word more or most be­fore such words is re­dun­dant. ➞Some wom­en be­lieve Brad Pitt is more per­fect than Matt Da­mon. There are not de­grees of per- fec­tion; one is ei­ther per­fect or not per­fect. How- ev­er, one can more near­ly ap­proach per­fec­tion than some­one else. –MOD­IFIERS– 44 SET 24 (An­swers be­gin on page 115.) For the fol­low­ing ques­tions, choose the un­der­lined part of the sen­tence that con­tains a gram­mat­ical er­ror. If there are no er­rors, choose an­swer e. 260. Fright­ened, the lit­tle boy screamed loud as his neigh­bor’s friend­ly eighty-​pound dog bound­ed up the abcd side­walk. No er­ror. e 261. Gwen’s friend Luke—once the star quar­ter­back of his col­lege foot­ball team and now a a suc­cess­ful restau­ra­teur—owns ten restau­rants and has pub­lished three award-​win­ning cook­books. bc d No er­ror. e

262. Of the three girls who have re­cent­ly joined the bas­ket­ball team, Frie­da is the taller.No er­ror. ab c de 263. At about 4,000 miles long, the Yangtze, a ma­jor east-​west trade and trans­porta­tion route, is eas­ily the abc longest riv­er in Asia. No er­ror. de 264. De­spite its daunt­ing three-​hour length, the movie’s pop­ular­ity con­tin­ues to grow; last week, it took in ab c d 12.7 mil­lion dol­lars. No er­ror. e 265. The love seat is now be­ing in­stalled in some New York movie the­aters, giv­ing cou­ples the op­tion of ab lift­ing the arm be­tween the seats to cre­ate a more co­zi­er view­ing ex­pe­ri­ence. No er­ror. cd 266. Some build­ings, such as the White House, Saint Paul’s Cathe­dral, and the Taj Ma­hal, de­serve to be ab pre­served not on­ly be­cause of their artis­tic ex­cel­lence but al­so be­cause of their sym­bol­ic as­so­ci­ations. cd No er­ror. e 267. Be­cause they close re­sem­ble sound ar­gu­ments, fal­la­cious ar­gu­ments can sound con­vinc­ing, so be sure to ab care­ful­ly or­ga­nize your thoughts when you’re writ­ing an opin­ion pa­per. No er­ror. cd e 268. In this cook­book, you’ll dis­cov­er col­or­ful, easy to pre­pare, and great-​tast­ing recipes for even your more ab cd di­et-​con­scious guests. No er­ror. e 269. When the pro­fes­sor called out his name, he walked rather hes­itant to the front of the room and stood abc there shak­ing. No er­ror. de 270. The pup­py had been treat­ed bad by its pre­vi­ous own­er, but the peo­ple at the an­imal shel­ter worked hard ab c d to find a lov­ing home for lit­tle Scot­ty. No er­ror. e –MOD­IFIERS– 45

SET 25 (An­swers be­gin on page 115.) Fill in the blank with the cor­rect ad­jec­tive or ad­verb. 271. In many pop­ular movies to­day, the heroes are ________ armed than the vil­lains. a. more heav­ily b. more heavy c. heav­ier d. more heav­ier 272. The cake I made last week tast­ed ________ than the one I made to­day. a. best b. more bet­ter c. bet­ter d. more good 273. Af­ter win­ning the yo-​yo con­test, Ly­dia skipped ________ down the street. a. hap­py b. hap­pi­est c. more hap­pi­ly d. hap­pi­ly 274. Of the three broth­ers, An­dre is the ________. a. taller b. tallest c. more tall d. most tallest 275. Rid­ing the Tor­na­do at the amuse­ment park was ________ than I thought it would be. a. more ter­ri­fy­ing b. more ter­ri­fy­ing­ly c. ter­ri­fy­ing d. most ter­ri­fy­ing 276. This year our com­pa­ny sold ________ mag­azine sub­scrip­tions than ev­er be­fore. a. less b. less­er c. few d. few­er SET 26 (An­swers be­gin on page 116.) Re­place the un­der­lined words with the word or phrase that is gram­mat­ical­ly cor­rect. If the sen­tence is cor­rect as is, choose an­swer a. 277. The book had a fright­en­ing­ly and un­hap­py end­ing. a. a fright­en­ing­ly and un­hap­py end­ing. b. a fright­en­ing­ly and un­hap­pi­ly end­ing. c. an end­ing that was fright­en­ing and un­hap­pi­ly. d. a fright­en­ing and un­hap­py end­ing. e. an end­ing that was fright­en­ing and it was al­so an un­hap­py one. 278. Since her grad­ua­tion from busi­ness school last spring, Adela has be­come known as the more im­por­tant mem­ber of her grad­uat­ing class. a. as the more im­por­tant b. as the most im­por­tant c. as the most im­por­tant­ly d. as the more im­por­tant­ly e. like the most im­por­tant 279. Sur­pris­ing­ly, my younger sis­ter dress­es more con­ser­va­tive­ly than I do. a. more con­ser­va­tive­ly than I do. b. more con­ser­va­tive than I do. c. more con­ser­va­tive than me. d. more con­ser­va­tive­ly than me. e. the most con­ser­va­tive in op­po­si­tion to me. 280. There wasn’t noth­ing that could have been eas­ier. a. There wasn’t noth­ing that could have been eas­ier. b. There was noth­ing that could have been more eas­ier. c. Noth­ing could have been more eas­ier. d. Noth­ing couldn’t have been more easy. e. Noth­ing could have been eas­ier. –MOD­IFIERS– 46

281. I was clear­ly the hap­pi­est per­son in the crowd. a. I was clear­ly the hap­pi­est per­son in the crowd. b. It was clear that I was the hap­pi­er per­son in the crowd. c. Of all the peo­ple in the crowd, I was clear­ly the hap­pi­er. d. In the crowd, clear­ly, I was the hap­pi­er per­son. e. Of all the peo­ple in the crowd, clear­ly, I be­ing the hap­pi­est. 282. Our team scored less bas­kets to­day than we did last Tues­day. a. less bas­kets to­day than we did b. to­day less bas­kets than were scored c. few­er bas­kets to­day then on d. few­er bas­kets to­day than we did e. a less­er num­ber of bas­kets to­day then we did 283. Strip min­ing, the cheap­er method of min­ing, is con­tro­ver­sial be­cause it jeop­ar­dizes the en­vi­ron­ment. a. cheap­er b. more cheap c. most cheap­est d. cheap­est e. more cheap­ly SET 27 (An­swers be­gin on page 116.) Find the sen­tence that has a mis­take in gram­mar or us­age. If you find no mis­takes, mark choice d. 284. a. The steam rose up from the hot pave­ment. b. She put the kit­ten down care­ful­ly be­side its mom. c. Nei­ther of us is go­ing to the par­ty. d. No mis­takes. 285. a. The lost dog wan­dered sad through the streets. b. Frus­trat­ed, Boris threw his pen­cil across the room. c. We’ll stop at their house first. d. No mis­takes. 286. a. I don’t want to par­tic­ipate no longer. b. If you’re not sure, look in the dic­tio­nary. c. “I will try to do bet­ter,” Lau­ren promised. d. No mis­takes. 287. a. Have you ev­er read the book Lit­tle House on the Prairie? b. She urged me not to go. c. Stop, look, and lis­ten. d. No mis­takes. 288. a. Anne will head out first, and Nick will fol­low her. b. Maya An­gelou, a fa­mous po­et, has re­cent­ly di­rect­ed a movie. c. The clerk asked for my ad­dress and phone num­ber. d. No mis­takes. 289. a. We sold less cook­ies this year than we did last year. b. That par­rot doesn’t talk. c. Don’t spend too much mon­ey. d. No mis­takes. 290. a. She spread the frost­ing too thick­ly. b. “What is your an­swer?” she asked. c. We wait­ed while he stopped to make a phone call. d. No mis­takes. 291. a. Be­tween the three of us, we should find the an­swer. b. Al­ber­to laughed loud­ly when he saw us. c. They’re look­ing for an­oth­er apart­ment. d. No mis­takes. –MOD­IFIERS– 47

292. a. The Adiron­dacks are moun­tains in New York. b. Pres­ident Carter gave the Pana­ma Canal back to Pana­ma. c. That riv­er is ter­ri­bly pol­lut­ed. d. No mis­takes. 293. a. Trad­ing Spaces is prob­ably the most dar­ing show on tele­vi­sion. b. Which col­or do you like bet­ter, the teal or the flami­go pink? c. Man­go-​peach berry juice is the most aw­fulest drink. d. No mis­takes. –MOD­IFIERS– 48

P ara­graphs are groups of re­lat­ed sen­tences that form com­plete units. They usu­al­ly sup­port the main ideas of an es­say, ar­ti­cle, or sto­ry; how­ev­er, ev­ery para­graph has an iden­ti­ty and an idea of its own. A para­graph is like a minia­ture es­say. For prac­tice in para­graph de­vel­op­ment and uni­ty, Sec­tion 5 will ask you to iden­ti­fy the best top­ic sen­tence for a par­tic­ular para­graph, to find the sen­tence that best de­vel­ops a top­ic, and to elim­inate the sen­tence that does not be­long. You will al­so choose the best or­der for a group of sen­tences. The guide­line be­low will help you or­ga­nize your para­graphs. Since para­graphs and es­says are sim­ilar in struc­ture, these guide­lines can be ap­plied to the or­ga­ni­za­tion of an en­tire es­say. ✓ Write a para­graph to ex­plore a sin­gle idea us­ing a top­ic sen­tence near the be­gin­ning of the para­graph. ✓ Main­tain para­graph uni­ty, the log­ical de­vel­op­ment of a sin­gle idea in a group of re­lat­ed sen­tences, by us­ing: •a con­sis­tent or­ga­niz­ing strat­egy. Para­graphs not on­ly present ideas, they group de­tailed in­for­ma­tion nec- es­sary to de­vel­op ideas. Or­ga­niz­ing strate­gies ar­range that in­for­ma­tion in­to log­ical and easy-​to-​an­tic­ipate pat­terns. These pat­terns can be top-​to-​bot­tom, left-​to-​right, near-​to-​far, then-​to-​now, be­gin­ning-​to-​end­ing, gen­er­al-​to-​spe­cif­ic, least im­por­tant-​to-​most im­por­tant, least fa­mil­iar-​to-​most fa­mil­iar or sim­plest-​to- most com­plex. Oth­er strate­gies use sto­ries, de­scrip­tions, ex­am­ples, def­ini­tions, cat­ego­riza­tions, com­par- isons and con­trasts, or caus­es and ef­fects to log­ical­ly or­ga­nize in­for­ma­tion. As you be­come more pro­fi­cient at writ­ing, you will prob­ably in­cor­po­rate more than one strat­egy in a para­graph. • par­al­lelisms. By ar­rang­ing sen­tences in iden­ti­cal pat­terns, a writ­er can con­vey that two dif­fer­ent things are equal­ly im­por­tant. Pat­tern­ing sen­tence struc­ture is called par­al­lelism.➞Bob quick­ly ran to the store; Alex al­so quick­ly ran to the store. It was a race to see who was fastest. • re­peat­ed words or word groups. Though sim­ilar to par­al­lelisms, re­peat­ed word groups can oc­cur any­where in a sen­tence.➞Hu­mans still wor­ship trees. Rain or shine, they still mar­vel at the sol­stice. SEC­TION Para­graph De­vel­op­ment 5 49

• tran­si­tion­al phras­es or words to con­nect sen- tences and/or ideas➞ First, Katie gath­ered the in­gre­di­ents. Then she as­sem­bled the meal. ✓ Im­por­tant: Try not to shift the num­ber of things, a pro­noun’s case or a verb’s tense in a para­graph un­less your or­ga­niz­ing strat­egy re­quires it. SET 28 (An­swers be­gin on page 116.) For each of the fol­low­ing para­graphs, choose the top­ic sen­tence that best fits the rest of the para­graph. ________. Res­idents have been di­rect­ed to use the new plas­tic bins as their pri­ma­ry re­cy­cling con­tain­ers. These new con­tain- ers will make pick­ing up re­cy­clables faster and eas­ier. 294. a. The city has dis­tribut­ed stan­dard­ized re­cy­cling con­tain­ers to all house­holds. b. Re­cy­cling has be­come a way of life for most peo­ple. c. While most Amer­icans re­cy­cle, they al­so use more re­sources than res­idents of oth­er coun­tries. d. Even small cities have be­gun re­cy­cling to pick up used glass, plas­tic, and pa­per. ________. Telecom­muters pro­duce, on av­er­age, 20% more than if they were to work in an of­fice. Their flex­ible sched­ule al­lows them to bal­ance both their fam­ily and work re­spon­si­bil­ities. 295. a. Peo­ple who work in of­fices make up a large part of the U.S. work­force. b. Of­fice work­ers who telecom­mute from their own homes are more pro­duc­tive and have greater flex­ibil­ity. c. Many com­pa­nies now of­fer their em­ploy­ees ben­efits that were not avail­able just a few years ago. d. One of the biggest prob­lems in cor­po­rate Amer­ica is the lack of skilled of­fice work­ers. ________. No search of a per­son’s home or per­son­al ef­fects may be con­duct­ed with­out a writ­ten search war­rant. This means that a judge must jus­ti­fy a search be­fore it can be con­duct­ed. 296. a. There is an old say­ing that a per­son’s home is his or her cas­tle. b. Much of the U.S. le­gal sys­tem was based on the old British sys­tem. c. The Fourth Amend­ment to the Con­sti­tu­tion pro­tects cit­izens against un­rea­son­able search­es. d. “Per­son­al ef­fects” is a term that refers to the be­long­ings of a per­son. –PARA­GRAPH DE­VEL­OP­MENT– 50

________. You must im­itate as close­ly as pos­si­ble the par­ents’ meth­ods of feed­ing. First, hold the beak open us­ing thumb and fore­fin­ger. Then, in­tro­duce food in­to the beak with tweez­ers or an eye­drop­per. 297. a. Re­cent­ly, I read an ar­ti­cle about ba­by birds. b. Hand-​rear­ing wound­ed or or­phaned ba­by birds re­quires skill. c. Ba­by birds are very spe­cial crea­tures, and they are al­so very small. d. I have been told that you should not touch a ba­by bird that has fall­en out of its nest. ________. All waves, though, have com- mon char­ac­ter­is­tics that gov­ern their height. The height of a wave is de­ter­mined by its speed, the dis­tance it trav­els, and the length of time the wind blows. 298. a. Cur­rents, un­like waves, are caused by steady winds or tem­per­ature fluc­tu­ations. b. Tsunamis used to be called tidal waves. c. Ocean waves can vary from tiny rip­ples to pow­er­ful, rag­ing swells. d. A break­er is when a wave gets top-​heavy and tips over. ________. When peo­ple re­spect the law too much, they will fol­low it blind­ly. They will say that the ma­jor­ity has de­cid­ed on this law and there­fore I must obey it. They will not stop to con­sid­er whether or not the law is fair. 299. a. Some peo­ple say there is too lit­tle re­spect for the law, but I say there is too much re­spect for it. b. Some­times, a judge will de­cide that a law is un­fair. c. I be­lieve that the ma­jor­ity of the peo­ple in this coun­try do not un­der­stand what it means to have re­spect for oth­er peo­ple. d. Most of the laws passed at the end of the twen­ti­eth cen­tu­ry are fair laws. Gary was a very dis­tin­guished look­ing man with a touch of gray at the tem­ples. Even in his ear­ly fifties, he was still the one to turn heads. He en­joyed spend­ing most of his time ad­mir­ing his pro­file in the mir­ror. In fact, he con­sid­ered his good looks to be his sec­ond most im­por­tant as­set in the world. The first, how­ev­er, was mon­ey. He was lucky in this area, too, hav­ing been born in­to a wealthy fam­ily. ________. He loved the pow­er his wealth had giv­en him. He could buy what­ev­er he de­sired, be that peo- ple, places, or things. Gary checked that mir­ror of­ten and felt great de­light with what he saw. 300. a. Gary’s gray hair was his worst char­ac­ter­is­tic. b. Con­ceit was the be­gin­ning and the end of Gary’s char­ac­ter; con­ceit of per­son and sit­ua­tion. c. Gary felt blessed to be wealthy and the joy con­sumed his ev­ery thought. d. The on­ly ob­jects of Gary’s re­spect were oth­ers who held po­si­tions in so­ci­ety. –PARA­GRAPH DE­VEL­OP­MENT– 51

The term “spices” is a pleas­ant one, whether it con­notes fine French cui­sine or a down- home, cin­na­mon-​fla­vored ap­ple pie. ________. In­di­vid­uals have trav­eled the world seek­ing ex­ot­ic spices for prof­it and, in search­ing, have changed the course of his­to­ry. In­deed, to gain con­trol of lands har­bor­ing new spices, na­tions have ac­tu­al­ly gone to war. 301. a. The taste and aro­ma of spices are the main el­ements that make food such a source of fas­ci­na­tion and plea­sure. b. The term might equal­ly bring to mind In­di­an cur­ry made thou­sands of miles away and those de­li­cious bar­be­cued ribs sold down on the cor­ner. c. It is ex­cit­ing to find a good cook­book and ex­per­iment with spices from oth­er lands— in­deed, it is one way to trav­el around the globe! d. The his­to­ry of spices, how­ev­er, is an­oth­er mat­ter al­to­geth­er, of­ten ex­cit­ing, at times filled with dan­ger and in­trigue. ________. Al­though these me­chan­ical alarms are fair­ly re­cent, the idea of a se­cu- ri­ty sys­tem is not new. The old­est alarm sys­tem was prob­ably a few strate­gi­cal­ly placed dogs that dis­cour­aged in­trud­ers with a loud warn­ing cry. 302. a. Any­one who lives in a large, mod­ern city has heard the fa­mil­iar sound of elec­tron­ic se­cu­ri­ty alarms. b. Ev­ery­one knows that a large, bark­ing dog will scare away strangers, even the mail car­ri­er. c. Why spend mon­ey on an alarm sys­tem when you can get the same ser­vice from an an­imal? d. With­out a good alarm sys­tem, your place of busi­ness could be van­dal­ized. ________. Ac­cord­ing to schol­ars, these pat- terns al­most cer­tain­ly rep­re­sent the labyrinth that held the Mino­taur, a mon­ster with the head of a bull and the body of a man. Leg­end has it that, in an­cient times, King Mi­nos built the labyrinth in or­der to im­prison the Mino­taur, which loved to dine on hu­man flesh. 303. a. Pat­terned cor­ri­dors are com­mon­place in many ar­chi­tec­tural struc­tures. b. In the palace at Knos­sos, on the isle of Crete, there is a cor­ri­dor lead­ing to the out­side that is dec­orat­ed with coils and spi­ral pat­terns. c. Arche­ol­ogists con­tend that pat­terns on the walls and cor­ri­dors of an­cient ar­chi­tec­tural struc­tures are usu­al­ly mean­ing­ful. d. Schol­ars who have stud­ied the palace at Knos­sos, on the isle of Crete, are at a loss to ex­plain the mean­ing of the coils and spi­rals on its cor­ri­dor walls. ________. It is im­por­tant to take spe­cial pre­cau­tions to keep these med­ica­tions in a se­cure place, where a child can­not get to them. Ev­ery item in the medicine cab­inet should be la­beled in large let­ters and at­tached to the con­tain­er. Even if you be­lieve the medicine cab­inet is too high for a child to reach, it should be locked at all times. 304. a. Many fam­ilies have small chil­dren. b. Many med­ica­tions are ex­treme­ly dan­ger­ous if swal­lowed. c. If your child ac­ci­den­tal­ly swal­lows a medicine, rush him or her to the hos­pi­tal right away! d. New, life-​sav­ing medicines are be­ing ap­proved by the FDA ev­ery day. –PARA­GRAPH DE­VEL­OP­MENT– 52

________. It is true that Ernest Hem­ing­way went to war to gath­er ma­te­ri­al for his sto- ries, and F. Scott Fitzger­ald lived a life of dis­so­lu­tion that de­stroyed him. How­ev­er, Emi­ly Bron­të sel­dom ven­tured out­side her fa­ther’s tiny coun­try rec­to­ry, yet she wrote Wuther­ing Heights, a tale of pas­sion­ate love and in­tense ha­tred, and one of the great­est works in the En­glish lan­guage. 305. a. It is not nec­es­sary for a writ­er to en­dan­ger his or her life in or­der to have some­thing to write about. b. There are many ways for gift­ed writ­ers to col­lect ma­te­ri­al for their sto­ries and nov­els. c. Ernest Hem­ing­way, F. Scott Fitzger­ald, and Emi­ly Bron­të are all known for the pas­sion with which their work is im­bued. d. Hem­ing­way and Fitzger­ald are well known for their reck­less lifestyles, which nev­er­the­less gave rise to some of the finest works in the En­glish lan­guage. ________. Hearsay that de­pends on the state­ment’s truth­ful­ness is in­ad­mis­si­ble be­cause the wit­ness does not ap­pear in court and swear an oath to tell the truth. This means that his or her de­meanor when mak­ing the state­ment is not vis­ible to the ju­ry, the ac­cu­ra­cy of the state­ment can­not be test­ed un­der cross-​ex­am­ina­tion, and to in­tro­duce it would be to de­prive the ac­cused of the con­sti­tu­tion­al right to con- front the ac­cus­er. 306. a. Hearsay ev­idence is not ac­cept­able in a crim­inal tri­al be­cause the wit­ness can­not be cross-​ex­am­ined. b. Hearsay ev­idence in a tri­al is in­ad­mis­si­ble be­cause there is too great a chance that it will be false. c. The def­ini­tion of hearsay ev­idence is the “sec­ond­hand re­port­ing of a state­ment” and is some­times al­low­able. d. Hearsay ev­idence, which is the sec­ond­hand re­port­ing of a state­ment, is al­lowed in court on­ly when the truth of the state­ment is ir­rel­evant. –PARA­GRAPH DE­VEL­OP­MENT– 53

________. Any truck that fin­ish­es its as­signed route be­fore the end of the work- ers’ shift will re­turn to the san­ita­tion lot, where su­per­vi­sors will pro­vide ma­te­ri­als for work­ers to use in clean­ing off the graf- fi­ti. Be­cause the length of time it takes to com­plete dif­fer­ent routes varies, trucks will no longer be as­signed to a spe­cif­ic route but will be ro­tat­ed among the routes. There­fore, work­ers should no longer leave per­son­al items in the trucks, as they will not nec­es­sar­ily be us­ing the same truck each day as they did in the past. 307. a. Graf­fi­ti on city trucks is un­sight­ly and gives city res­idents a poor im­pres­sion of the San­ita­tion De­part­ment. b. The San­ita­tion De­part­ment great­ly ap­pre­ci­ates city work­ers’ ex­tra ef­forts in clean­ing graf­fi­ti off the city trucks. c. Be­gin­ning next month, the San­ita­tion De­part­ment will in­sti­tute a pro­gram in­tend­ed to re­move the graf­fi­ti from san­ita­tion trucks. d. City work­ers should keep a sharp look­out for per­sons spray-​paint­ing graf­fi­ti on San­ita­tion De­part­ment trucks. ________. One type of tick­ler sys­tem is the in­dex-​card file with 12 large di­viders, one for each month, and 31 small di­viders, one for each day. When­ev­er sec­re­taries need to sched­ule a re­minder, they jot it down on a card and place it be­hind the ap­pro­pri­ate di­vider. Each morn­ing, they re­view the re­minders for that par­tic­ular day. 308. a. As busy sec­re­taries, we can­not ex­pect to re­mem­ber all the de­tails of our dai­ly re­spon­si­bil­ities with­out some help. b. At the be­gin­ning of the day, good sec­re­taries re­view and or­ga­nize the tasks they must at­tend to dur­ing that day. c. The word “tick­ler” per­fect­ly de­scribes the or­ga­ni­za­tion­al sys­tem to which it refers. d. All sec­re­taries need a good re­minder sys­tem, some­times known as a “tick­ler” sys­tem be­cause it tick­les the mem­ory. ________. Space shut­tle as­tro­nauts, be­cause they spend on­ly about a week in space, un­der­go min­imal wast­ing of bone and mus­cle. But when longer stays in mi­cro­grav­ity or ze­ro grav­ity are con­tem- plat­ed, as in the pro­posed space sta­tion or a two-​year roundtrip voy­age to Mars, these prob­lems are of par­tic­ular con­cern be­cause they could be­come acute. For­tu­nate­ly, stud- ies show that mus­cle at­ro­phy can be kept large­ly at bay with ap­pro­pri­ate ex­er­cise. Un­for­tu­nate­ly, bone loss caused by re­duced grav­ity can­not. 309. a. Space flight, es­pe­cial­ly if it is pro­longed, can be haz­ardous to the health of the as­tro­nauts. b. The tis­sues of hu­man be­ings are ill- pre­pared for the stress­es placed up­on them by space flight. c. In space flight, as­tro­nauts must deal with two vex­ing phys­io­log­ical foes—mus­cle at­ro­phy and bone loss. d. Trav­el on the space shut­tle does less dam­age to an as­tro­naut’s bones and mus­cles than an ex­tend­ed stay on a space sta­tion. –PARA­GRAPH DE­VEL­OP­MENT– 54

________. Rather, asth­ma is now un­der­stood to be a chron­ic in­flam­ma­to­ry dis­or­der of the air­ways—that is, in­flam­ma­tion makes the air­ways chron­ical­ly sen­si­tive. When these hy­per-​re­spon­sive air­ways are ir­ri­tat­ed, air flow is lim­it­ed, and at­tacks of cough­ing, wheez­ing, chest tight­ness, and dif­fi­cul­ty breath­ing oc­cur. 310. a. No longer is asth­ma con­sid­ered a con­di­tion with iso­lat­ed, acute episodes of bron­chospasm. b. The true na­ture of asth­ma has on­ly re­cent­ly been un­der­stood. c. Since the true char­ac­ter of asth­ma is now un­der­stood, there is more hope for a cure than there was in ear­li­er times. d. No age is ex­empt from asth­ma, al­though it oc­curs most of­ten in child­hood and ear­ly adult­hood. ________. Many ex­perts, in­clud­ing those in the Amer­ican Di­abetes As­so­ci­ation, rec- om­mend that 50 to 60% of dai­ly calo­ries of pa­tients suf­fer­ing from non-​in­sulin- de­pen­dent di­abetes (NIDD) come from car­bo­hy­drates, 12 to 20% from pro­tein, and no more than 30% from fat. Foods that are rich in car­bo­hy­drates, like breads, ce­re­als, fruits, and veg­eta­bles, break down in­to glu­cose dur­ing di­ges­tion, caus­ing blood glu­cose to rise. Ad­di­tion­al­ly, stud­ies have shown that cooked foods raise blood glu­cose high­er than raw, un­peeled foods. 311. a. In 1986, a Na­tion­al In­sti­tute of Health pan­el gave broad rec­om­men­da­tions as to the type of di­et that is best for non-​in­sulin-​de­pen­dent di­abet­ics. b. It is ex­treme­ly im­por­tant for cer­tain med­ical pa­tients to watch what they eat. c. A good cook­book is the best friend a non-​in­sulin-​de­pen­dent di­abetes (NIDD) pa­tient can have! d. Non-​in­sulin-​de­pen­dent di­abetes pa­tients can lead long, healthy lives if on­ly they pay at­ten­tion to their di­ets. SET 29 (An­swers be­gin on page 118.) Choose the an­swer that best de­vel­ops the top­ic sen­tence giv­en. 312. In­door pol­lu­tion sources that re­lease gas­es or par­ti­cles in­to the air are the pri­ma­ry cause of in­door air-​qual­ity prob­lems in homes. a. In­ad­equate ven­ti­la­tion can in­crease in­door pol­lu­tant lev­els by not bring­ing in enough out­door air to di­lute emis­sions from in­door sources. b. Some physi­cians be­lieve that the dan­gers of “en­vi­ron­men­tal al­ler­gens” are great­ly ex­ag­ger­at­ed. c. Al­though there are more po­ten­tial pol­lu­tion sources to­day than ev­er be­fore, en­vi­ron­men­tal ac­tivists are work­ing hard to make our world a safer place. d. I’ll choose a good, old-​fash­ioned log cab­in any day to the kind of squeaky-​clean, her­met­ical­ly-​sealed mod­ern con­dos you find in the big Amer­ican cities. –PARA­GRAPH DE­VEL­OP­MENT– 55

313. In the Mid­dle Ages, red hair was as­so­ci­at­ed with evil, so to have red hair was to be in con­stant dan­ger. a. Peo­ple with red hair are some­times sin­gled out and called un­flat­ter­ing nick­names. b. The Mid­dle Ages was a time of great tur­moil and peo­ple were of­ten sum­mar­ily ex­ecut­ed by be­ing burned at the stake. c. Dur­ing that time pe­ri­od, peo­ple with red hair were some­times killed be­cause they were thought to be witch­es. d. Red hair is passed on ge­net­ical­ly from par­ent to child. 314. Be­cause of the cost of med­ical care these days, many Amer­icans self-​di­ag­nose and self- med­icate. a. Be­cause of the abun­dance of over-​the- counter med­ica­tions that ex­ist, this can be a be­wil­der­ing task. b. To­day, much of the work doc­tors used to do is done by med­ical as­sis­tants, who are even al­lowed to write pre­scrip­tions. c. With so many pre­scrip­tions writ­ten by doc­tors each day, there is al­ways the chance of dan­ger­ous drug in­ter­ac­tions. d. Med­ical care to­day is rou­tine­ly done by spe­cial­ists, who are apt to be less per­son­al­ly in­volved than the old-​style fam­ily doc­tor. 315. One of the most fas­ci­nat­ing dis­cov­er­ies in mod­ern physics is the idea that light can be­have both as par­ti­cles and as waves. a. In or­der to un­der­stand quan­tum physics, one must know a great deal about math­emat­ics. b. What is called “emp­ty space” by layper­sons is re­al­ly not emp­ty at all, but a sea of neg­ative en­er­gy elec­trons. c. This idea, first sug­gest­ed by the French no­ble­men Louis de Broglie, is counter- in­tu­itive, but can be em­pir­ical­ly proven. d. Some physi­cists say that noth­ing is re­al un­less it is ob­served. 316. Be­cause of tech­no­log­ical ad­vances, much com­mu­ni­ca­tion be­tween com­pa­nies and busi­ness­es is now con­duct­ed via e-​mail, and of­fice work­ers must face that fact. a. Ev­ery day, the U.S. Post Of­fice is sub­ject­ed to a huge del­uge of junk mail. b. Check­ing e-​mail ev­ery morn­ing is as im­por­tant a task for a sec­re­tary as sort­ing and open­ing the boss’s pa­per mail. c. It is hard to be­lieve that a cen­tu­ry ago, the mail was de­liv­ered on horse­back. d. Un­so­licit­ed com­mer­cial e-​mails, al­so known as spam, are not on­ly an­noy­ing, but in large quan­ti­ties, spam can clog e-​mail sys­tems. 317. There are many good rea­sons to eat or­gan­ic food. It tastes great. It is grown and han­dled ac­cord­ing to strict guide­lines to en­sure that it is safe and pes­ti­cide-​free. And or­gan­ic farm­ing re­spects the bal­ance de­mand­ed of a healthy ecosys­tem. a. Many restau­rants and su­per­mar­kets now car­ry or­gan­ic prod­ucts. b. Health-​food stores are pop­ping up all over the coun­try. c. An or­gan­ic lifestyle is good for you, and for our world. d. Ten years ago, it was much more dif­fi­cult to find or­gan­ic food in tra­di­tion­al su­per­mar­kets. –PARA­GRAPH DE­VEL­OP­MENT– 56

318. It is a myth that fi­nan­cial aid for high­er ed­uca- tion just means get­ting a loan and go­ing in­to heavy debt. a. It’s im­por­tant for young peo­ple to avoid start­ing out their work­ing lives un­der a load of in­debt­ed­ness. b. Fi­nan­cial aid is meant to help those stu­dents who could oth­er­wise not at­tend col­lege. c. The truth is that stu­dents in medicine and law are of­ten able to pay back their stu­dent loans in short or­der. d. The fact is that most schools have their own grants and schol­ar­ships, which the stu­dent doesn’t have to pay back, and a large per­cent­age of stu­dents get these. 319. This con­tract will con­firm our agree­ment in con­nec­tion with your ser­vices as free­lance writ­er for the work en­ti­tled Why Kan­ga­roos Can’t Fly. a. The ti­tle, al­though rather sil­ly, ac­cu­rate­ly sums up the tone and style of the book. b. You agree to as­sist us in prepa­ra­tion of the book by de­vel­op­ing con­tent for it, based on your zoo-​keep­ing ex­pe­ri­ence. c. It is im­por­tant to have a le­gal con­tract be­fore turn­ing your writ­ten work over to a pub­lish­ing com­pa­ny. d. This book will make an im­por­tant con­tribu- tion to kan­ga­roo lore around the world. 320. Amer­ica’s fas­ci­na­tion with re­al­ity tele­vi­sion is a top­ic of much dis­cus­sion. Many think that peo­ple tune in sim­ply to keep up-​to-​date with the lat­est pop­ular cul­ture trends. a. Whether you love it or hate it, re­al­ity tele­vi­sion is def­inite­ly here to stay. b. Ev­ery sea­son brings sev­er­al new re­al­ity tele­vi­sion shows. How­ev­er, not ev­ery one of them suc­ceeds. c. Re­al­ity tele­vi­sion has no re­deem­ing qual­ities what­so­ev­er. Crit­ics find it shal­low, sen­sa­tion­al­is­tic, and mind­less. d. Or­di­nary peo­ple might al­so see them­selves in these re­al­ity tele­vi­sion per­son­al­ities, lead­ing to a sense of ex­hil­ara­tion as they watch their tele­vi­sion coun­ter­parts achieve celebri­ty sta­tus and win big prizes. 321. Be­fore we learn how to tru­ly love some­one else, we must learn how to love the face in the mir­ror. a. Don’t be shy about meet­ing mem­bers of the op­po­site sex. b. No one can re­al­ly love you the way you can love your­self. c. Love is not some­thing that lasts un­less one is very lucky. d. Learn­ing to ac­cept our­selves for what we are will teach us how to ac­cept an­oth­er per­son. –PARA­GRAPH DE­VEL­OP­MENT– 57

322. Dur­ing colo­nial times in Amer­ica, ju­ries were en­cour­aged to ask ques­tions of the par­ties in the court­room. a. The ju­rors were, in fact, ex­pect­ed to in­vesti- gate the facts of the case them­selves. If ju­rors con­duct­ed an in­ves­ti­ga­tion to­day, we would throw out the case. b. Many states are ex­per­iment­ing with new ways to get more peo­ple to serve on ju­ries. All el­igi­ble vot­ers can be called to serve. c. There are usu­al­ly two at­tor­neys: a pros­ecu- tor and a de­fense at­tor­ney. This some­times makes the court­room live­ly. d. There were thir­teen colonies. Each colony at first had its own le­gal sys­tem. 323. Land­sca­pers do not rec­om­mend rose bush­es for home­own­ers who have shade-​filled gar­dens and who don’t spend a great deal of time main­tain­ing out­door plants. a. Bugs called aphids can de­stroy ros­es. How- ev­er, you can get rid of them by spray­ing with a so­lu­tion of wa­ter and dish soap. b. Gar­den­ing can be quite time-​con­sum­ing. Most gar­den­ers spend hours in their gar­dens each week. c. When these con­di­tions are present, a bet­ter choice would be hostas. They are ex­treme­ly hardy and easy-​to-​grow shade plants with at­trac­tive fo­liage. d. Land­sca­pers can be hired on a week­ly or month­ly ba­sis to care for lawns and gar­dens. They can al­so be hired for a one- time con­sul­ta­tion or for a spe­cif­ic lawn or gar­den project. 324. Gink­go bilo­ba ex­tract is the most com­mon­ly pre­scribed plant rem­edy in the world. a. There are many plant reme­dies, in­clud­ing the ones that can be pur­chased in health- food stores. Not all plant reme­dies have been ap­proved. b. It is a high­ly re­fined com­pound pro­duced from the leaves of the gink­go tree. Many peo­ple take gink­go to treat con­di­tions such as headaches, asth­ma, and hear­ing loss. c. Gink­go has al­so been wide­ly pre­scribed in Eu­rope. It has been ap­proved by the Ger- man gov­ern­ment for the treat­ment of mem- ory loss. d. A 1977 study with gink­go was con­duct­ed with twen­ty pa­tients. These pa­tients ranged in age from 62 to 85. 325. Life on Earth is an­cient and, even at its first ap­pear­ance, unimag­in­ably com­plex. a. Sci­en­tists place its be­gin­nings at some 3,000 mil­lion years ago. This is when the first mol- ecule float­ed up out of the ooze with the unique abil­ity to repli­cate it­self. b. The most com­plex life form is, of course, the mam­mal. The most com­plex mam­mal is us. c. It is un­known ex­act­ly where life start­ed. It is un­known ex­act­ly where the first molecule was “born.” d. Dar­win’s the­ory of evo­lu­tion was an at­tempt to ex­plain what es­sen­tial­ly re­mains a great mys­tery. His the­ory, of course, has been dis- count­ed by some peo­ple. –PARA­GRAPH DE­VEL­OP­MENT– 58

SET 30 (An­swers be­gin on page 119.) For each of the fol­low­ing para­graphs, choose the sen- tence that does NOT be­long. (1) The cas­sowary, a soli­tary, meat-​eat­ing crea­ture who makes its home deep in the jun­gles of New Guinea, hard­ly seems like a bird at all. (2) It is enor­mous, weigh­ing up to 190 pounds. (3) Its plumage is more like hair than feath­ers; its song is a deep, men- ac­ing rum­ble; and it has lost the ca­pa­bil­ity of flight. (4) Hu­man be­ings have long been fas­ci­nat­ed by birds, par­tic­ular­ly by their abil­ity to fly. 326. a. Sen­tence 1 b. Sen­tence 2 c. Sen­tence 3 d. Sen­tence 4 (1) Sto­ry-​telling should speak first to the heart and on­ly sec­ond to the in­tel­lect. (2) It should, in Isaac Ba­she­vis Singer’s words, “be both clear and pro­found,”and it should al­so en­ter­tain. (3) Many fine writ­ing pro­grams have sprung up across the Unit­ed States. (4) The new writ­er should avoid cre­at­ing pieces that are de­lib­er­ate­ly ob­scure and im­pos­si­ble to un­der­stand ex­cept by a small, elite group of oth­er writ­ers. 327. a. Sen­tence 1 b. Sen­tence 2 c. Sen­tence 3 d. Sen­tence 4 (1) Caribbean cui­sine is a fu­sion of Span­ish, French, African, Amerindi­an, and In­di­an cui­sine. (2) Many peo­ple trav­el to the Caribbean to en­joy the beau­ti­ful beach­es and warm weath­er. (3) A typ­ical dish and one in­creas­ing­ly com­mon out­side of the area is “jerk” sea­soned meats, com­mon­ly chick­en. (4) Oth­er pop­ular dish­es in­clude cur­ried goat and a soup-​like dish called callaloo. 328. a. Sen­tence 1 b. Sen­tence 2 c. Sen­tence 3 d. Sen­tence 4 (1) Rata­touille is a dish that has grown in pop­ular­ity over the last few years. (2) It fea- tures egg­plant, zuc­chi­ni, toma­to, pep­pers, and gar­lic, chopped, mixed to­geth­er, and cooked slow­ly over low heat. (3) Zuc­chi­ni is a sum­mer squash and has a smooth, dark green skin. (4) As the veg­eta­bles cook slow­ly, they make their own broth, which may be ex­tend­ed with a lit­tle toma­to paste. 329. a. Sen­tence 1 b. Sen­tence 2 c. Sen­tence 3 d. Sen­tence 4 (1) An odd be­hav­ior as­so­ci­at­ed with sleep and dream­ing is som­nam­bu­lism, com­mon­ly known as sleep­walk­ing. (2) Sleep­walk­ers suf­fer from a mal­func­tion in a brain mech- anism that mon­itors the tran­si­tion from REM to non-​REM sleep. (3) REM sleep is vi­tal­ly im­por­tant to psy­cho­log­ical well- be­ing. (4) Sleep­walk­ing episodes di­min­ish with age and usu­al­ly cause no se­ri­ous harm—the worst thing that could hap­pen would be a fall down the stairs. 330. a. Sen­tence 1 b. Sen­tence 2 c. Sen­tence 3 d. Sen­tence 4 –PARA­GRAPH DE­VEL­OP­MENT– 59

(1) Ly­me dis­ease is some­times called the “great im­ita­tor” be­cause its many symp- toms mim­ic those of oth­er ill­ness­es. (2) When treat­ed, this dis­ease usu­al­ly pres- ents few or no lin­ger­ing ef­fects. (3) Left un­treat­ed, it can be ex­treme­ly de­bil­itat­ing and some­times fa­tal. (4) One should be very care­ful when re­turn­ing from a trek in the woods to check for deer ticks. 331. a. Sen­tence 1 b. Sen­tence 2 c. Sen­tence 3 d. Sen­tence 4 (1) The harp is a mu­si­cal in­stru­ment that has an up­right tri­an­gu­lar frame. (2) Its strings are po­si­tioned per­pen­dic­ular to the sound- ing board. (3) Harps are found in Africa, Eu­rope, North and South Amer­ica, and a few parts of Asia. (4) Its beau­ti­ful sound, which is ca­pa­ble of stir­ring great emo­tion, might bring tears to your eyes. 332. a. Sen­tence 1 b. Sen­tence 2 c. Sen­tence 3 d. Sen­tence 4 (1) In the sum­mer, the north­ern he­mi- sphere is slant­ed to­ward the sun, mak­ing the days longer and warmer than in win­ter. (2) Many re­li­gions make use of the sol­stices in their rites. (3) The first day of sum­mer is called sum­mer sol­stice and is al­so the longest day of the year. (4) How­ev­er, June 21 marks the be­gin­ning of win­ter in the south­ern hemi­sphere, when that hemi­sphere is tilt­ed away from the sun. 333. a. Sen­tence 1 b. Sen­tence 2 c. Sen­tence 3 d. Sen­tence 4 (1) Peo­ple are quick to blame the weath­er- man if it rains on their pa­rade! (2) The Amer­ican Me­te­oro­log­ical So­ci­ety de­fines a me­te­orol­ogist as a per­son “who us­es sci­en- tif­ic prin­ci­ples to ex­plain, un­der­stand, ob­serve, or fore­cast the earth’s at­mo­spher­ic phe­nom­ena and/or how the at­mo­sphere af­fects the earth and life on the plan­et.” (3) Many me­te­orol­ogists have de­grees in physics, chem­istry, and oth­er fields. (4) Their work of­ten in­volves teach­ing, weath­er fore­cast­ing, at­mo­spher­ic re­search, and oth­er kinds of ap­plied me­te­orol­ogy. 334. a. Sen­tence 1 b. Sen­tence 2 c. Sen­tence 3 d. Sen­tence 4 (1) The park was emp­ty, ex­cept for a child who stood just on the oth­er side of the fence, a lit­tle girl about sev­en years old, thin and pale, with dark eyes and dark hair—cut short and ragged. (2) The statis­tics on neg- lect­ed chil­dren in our coun­try prob­ably fall short of the ac­tu­al num­bers. (3) The child wore no coat, on­ly a brown, cot­ton skirt that was too big for her—pinned at the waist with a safe­ty pin—and a soiled, long- sleeved yel­low blouse with rhine­stone but- tons. (4) Her fin­ger­nails were dirty and bro­ken, the tips of her fin­gers bluish with cold. 335. a. Sen­tence 1 b. Sen­tence 2 c. Sen­tence 3 d. Sen­tence 4 –PARA­GRAPH DE­VEL­OP­MENT– 60

(1) Ghosts can be ei­ther benev­olent or malev­olent. (2) As some­one once said, “I don’t be­lieve in ghosts, but I’m afraid of them.” (3) They can be com­ic and com- fort­able, like the old sea cap­tain in The Ghost and Mrs. Muir, or hor­rif­ic be­yond be­lief, like the ghosts of the rev­el­ers at the par­ty in the Over­look Ho­tel in Stephen King’s The Shin­ing. (4) They can emerge from the af­ter­life to teach us lessons, like old Mar­ley in A Christ­mas Car­ol, or come back moan­ing to be avenged, like the ghost in Ham­let. 336. a. Sen­tence 1 b. Sen­tence 2 c. Sen­tence 3 d. Sen­tence 4 (1) Most crim­inals do not suf­fer from an­ti- so­cial per­son­al­ity dis­or­der; how­ev­er, near­ly all per­sons with this dis­or­der have been in trou­ble with the law. (2) Some­times la­beled “so­ciopaths,” they are a grim prob­lem for so­ci­ety. (3) Their crimes range from con games to mur­der, and they are set apart by what ap­pears to be a com­plete lack of con- sci­ence. (4) There is a long-​stand­ing de­bate among psy­chi­atrists whether hard­ened crim­inals can ev­er tru­ly be re­ha­bil­itat­ed. 337. a. Sen­tence 1 b. Sen­tence 2 c. Sen­tence 3 d. Sen­tence 4 (1) Jessie Street is some­times called the Aus- tralian Eleanor Roo­sevelt. (2) Eleanor Roo- sevelt was one of the most ad­mired—and revered—wom­en in his­to­ry. (3) Like Roo- sevelt, Street lived a life of priv­ilege, but at the same time de­vot­ed her ef­forts to work- ing for the rights of the dis­en­fran­chised la­bor­ers, wom­en, refugees, and Abo­rig­ines. (4) In ad­di­tion, she gained in­ter­na­tion­al fame when she was the on­ly wom­an on the Aus­tralian del­ega­tion to the con­fer­ence that found­ed the Unit­ed Na­tions—just as Eleanor Roo­sevelt was for the Unit­ed States. 338. a. Sen­tence 1 b. Sen­tence 2 c. Sen­tence 3 d. Sen­tence 4 (1) Join­ing a health club al­lows you to ex­er- cise even when the weath­er is bad. (2) If you’re a fit­ness walk­er, there is no need for a com­mute to a health club. (3) Your neigh- bor­hood can be your health club. (4) Yo u don’t need a lot of fan­cy equip­ment to get a good work­out ei­ther. (5) All you need is a well-​de­signed pair of ath­let­ic shoes. 339. a. Sen­tence 1 b. Sen­tence 2 c. Sen­tence 3 d. Sen­tence 4 (1)Mem­bers of your of­fice staff may have tal­ents and abil­ities that you are not aware of. (2) As su­per­vi­sor, it is your job to iden- ti­fy and en­cour­age this po­ten­tial tal­ent. (3) Em­ploy­ee in­cen­tive pro­grams are be­com- ing in­creas­ing­ly com­mon. (4) When a new project is un­der­way, you should brain­storm with your staff to draw out their ideas and sug­ges­tions, rather than just as­sum­ing that each mem­ber is on­ly ca­pa­ble of per­form­ing a very rigid role. 340. a. Sen­tence 1 b. Sen­tence 2 c. Sen­tence 3 d. Sen­tence 4 –PARA­GRAPH DE­VEL­OP­MENT– 61

(1) Fire­fight­ers must learn the prop­er pro- ce­dures for re­spond­ing to res­iden­tial car­bon monox­ide (CO) emer­gen­cies. (2) Up­on ar­riv­ing at the scene of the alarm, per­son­nel shall put on pro­tec­tive cloth­ing and then bring an op­er­ational, cal­ibrat­ed CO me­ter on­to the premis­es. (3) CO poi­son­ing can be lethal, both to fire­fight­ers and to or­di- nary cit­izens. (4) Oc­cu­pants of the premis­es shall then be ex­am­ined, and if they are ex­pe­ri­enc­ing CO poi­son­ing symp­toms— i.e., headaches, nau­sea, con­fu­sion, dizzi- ness, and oth­er flu-​like symp­toms—an Emer­gen­cy Med­ical Ser­vices (EMS) crew shall be sent im­me­di­ate­ly to evac­uate and ad­min­is­ter oxy­gen to the oc­cu­pants. 341. a. Sen­tence 1 b. Sen­tence 2 c. Sen­tence 3 d. Sen­tence 4 SET 31 (An­swers be­gin on page 119.) For each of the fol­low­ing groups of four num­bered sen­tences, choose the sen­tence or­der that would re­sult in the best para­graph. (1) Fig­ures have the pow­er to mis­lead peo- ple. (2) Math­emat­ics tells us about eco- nom­ic trends, pat­terns of dis­ease, and the growth of pop­ula­tions. (3) Math is good at ex­pos­ing the truth, but it can al­so per­pet- uate mis­un­der­stand­ings and un­truths. 342. a. 1, 2, 3 b. 2, 3, 1 c. 3, 1, 2 d. 3, 2, 1 (1) The rea­son for so many in­juries and fa­tal­ities is that a ve­hi­cle can gen­er­ate heat of up to 1,500° F. (2) Fire­fight­ers know that the dan­gers of mo­tor-​ve­hi­cle fires are too of­ten over­looked. (3) In the Unit­ed States, 1 out of 5 fires in­volves mo­tor ve­hi­cles, re­sult­ing each year in 600 deaths, 2,600 civil­ian in­juries, and 1,200 in­juries to fire- fight­ers. 343. a. 1, 2, 3 b. 1, 3, 2 c. 2, 3, 1 d. 3, 2, 1 (1) There is no harm in putting a spe­cial treat in your child’s lunch­box from time to time. (2) Usu­al­ly, healthy snacks are de­fined as foods with low sug­ar and fat con­tent. (3) Some ex­am­ples in­clude car­rot and cel­ery sticks, gra­nola bars, yo­gurt drinks, and string cheese. (4) How­ev­er, in gen­er­al, it is a much bet­ter idea to pro­vide healthy snacks. 344. a. 2, 4, 1, 3 b. 1, 4, 2, 3 c. 1, 2, 3, 4 d. 3, 1, 2, 4 (1) Ad­di­tion­al­ly, once a year, the as­so­cia- tion hosts a block par­ty with food, mu­sic, and games. (2) The as­so­ci­ation or­ga­nizes neigh­bor­hood watch teams and li­ais­es with the po­lice de­part­ment on is­sues of crime and safe­ty. (3) The main goal of the neigh- bor­hood as­so­ci­ation is to help make the com­mu­ni­ty a safer place. 345. a. 1, 2, 3 b. 3, 2, 1 c. 2, 3, 1 d. 3, 1, 2 –PARA­GRAPH DE­VEL­OP­MENT– 62

(1) Leav­ing us be­hind in a bit­ter cloud of ex­haust, the bus would cough and jolt down the nar­row main street of Cross­land. (2) Then, even be­fore the bus got mov­ing, she’d look away, ahead to­ward her re­al life. (3) But I could al­ways imag­ine the way it would be once it got out on the open high- way, gath­ered speed, and took Grand­ma back to a life as ex­ot­ic to me as the deserts of Egypt. (4) When Grand­ma’s vis­it was over, we’d take her down to the Grey­hound sta­tion, watch her hand her tick­et to the uni­formed driv­er, dis­ap­pear in­side, and reap­pear to wave good­bye—her ex­pres­sion ob­scured by the bus’s grimy win­dow. 346. a. 4, 2, 1, 3 b. 4, 1, 3, 2 c. 1, 3, 4, 2 d. 1, 2, 3, 4 (1) The Fifth Amend­ment of the U.S. Con­sti­tu­tion guar­an­tees cit­izens free­dom from dou­ble jeop­ardy in crim­inal pro- ceed­ings. (2) It al­so means a per­son can- not be tried for a crime for which he has al­ready been con­vict­ed; that is to say, a per­son con­vict­ed by a state court can­not be tried for the same of­fense in, for ex­am- ple, fed­er­al court. (3) Fi­nal­ly, a per­son can­not be pun­ished more than once for the same crime. (4) This means that a per- son can­not be tried for a crime for which he has al­ready been ac­quit­ted. 347. a. 1, 4, 2, 3 b. 1, 2, 4, 3 c. 3, 2, 1, 4 d. 3, 4, 2, 1 (1) If these new poli­cies are any in­di­ca­tion, em­ploy­ees will have much less free­dom than they did be­fore. (2) The hand­book al­so states that em­ploy­ees must give at least three weeks no­tice be­fore tak­ing a per­son­al day. (3) The new em­ploy­ee hand­book states that any­one who is out sick for more than three days must pro­vide a doc­tor’s note. 348. a. 2, 3, 1 b. 3, 1, 2 c. 3, 2, 1 d. 1, 3, 2 (1) Ev­ery spring the soft­ball field be­came his fa­vorite des­ti­na­tion, and he had tak­en his son, Arnie, there when he was small to teach him how to pitch. (2) He walked home, as usu­al, through the park and, as usu­al, passed by the soft­ball field. (3) This mem­ory made him feel sad and guilty. (4) Arnie hadn’t been in the least in­ter­est­ed in soft­ball, and so af­ter two or three lessons, he had giv­en up the idea. 349. a. 2, 1, 4, 3 b. 3, 2, 1, 4 c. 4, 3, 1, 2 d. 2, 3, 4, 1 –PARA­GRAPH DE­VEL­OP­MENT– 63

(1) If there are ex­pens­es in­curred, com- plete re­port form 103; if there was dam­age to equip­ment, com­plete form 107. (2) If form 107 and form 103 are re­quired, com- plete form 122 al­so. (3) Log on to the com- put­er and go to the di­rec­to­ry that con­tains the re­port forms. (4) As an em­ploy­ee, you must com­plete all pa­per­work. 350. a. 3, 2, 1, 4 b. 1, 3, 4, 2 c. 2, 1, 4, 3 d. 4, 3, 1, 2 (1) In some ar­eas, the salt is com­bined with cal­ci­um chlo­ride, which is more ef­fec­tive in be­low-​ze­ro tem­per­atures and which melts ice bet­ter. (2) Af­ter a snow or ice­fall, city streets are treat­ed with or­di­nary rock salt. (3) This com­bi­na­tion of salt and cal­ci­um chlo­ride is al­so less dam­ag­ing to fo­liage along the road­ways. 351. a. 2, 1, 3 b. 1, 3, 2 c. 3, 2, 1 d. 2, 3, 1 (1) Yet the hu­man brain is the most myste- ri­ous and com­plex ob­ject on Earth. (2) It has cre­at­ed po­et­ry and mu­sic, planned and ex­ecut­ed hor­rif­ic wars, de­vised in­tri­cate sci­en­tif­ic the­ories. (3) It thinks and dreams, plots and schemes, and eas­ily holds more in­for­ma­tion than all the li­braries on Earth. (4) It weighs less than three pounds and is hard­ly more in­ter­est­ing to look at than an over­ly ripe cauliflow­er. 352. a. 1, 3, 4, 2 b. 2, 1, 4, 3 c. 3, 1, 2, 4 d. 4, 1, 2, 3 (1) Be­fore you be­gin to com­pose a busi­ness let­ter, sit down and think about your pur- pose in writ­ing the let­ter. (2) Do you want to re­quest in­for­ma­tion, or­der a prod­uct, reg­is- ter a com­plaint, or ap­ply for some­thing? (3) Al­ways keep your ob­jec­tive in mind. (4) Do some brain­storm­ing and gath­er in­for- ma­tion be­fore you be­gin writ­ing. 353. a. 4, 3, 2, 1 b. 2, 4, 3, 1 c. 1, 2, 4, 3 d. 3, 2, 1, 4 (1) The idea com­mu­ni­cat­ed may even be pure­ly whim­si­cal, in which case the artist might start out with sym­bols de­vel­oped from a bird’s tracks or a child’s toy. (2) Na­tive Amer­ican art of­ten in­cor­po­rates a lan­guage of ab­stract vi­su­al sym­bols. (3) The artist gives a po­et­ic mes­sage to the view­er, com­mu­ni­cat­ing the beau­ty of an idea through re­li­gious sym­bols or by re­pro- duc­ing a de­sign from na­ture—such as rain on leaves or sun­shine on wa­ter. 354. a. 3, 1, 2 b. 2, 3, 1 c. 2, 1, 3 d. 1, 3, 2 (1) Japanese green tea is con­sid­ered a gour- met treat by many tea drinkers, but it is much more than that. (2) Stud­ies show that this re­lax­ing drink may have dis­ease- fight­ing prop­er­ties. (3) Green tea in­hibits some virus­es and may pro­tect peo­ple from heart dis­ease. 355. a. 1, 2, 3 b. 2, 1, 3 c. 2, 3, 1 d. 3, 1, 2 –PARA­GRAPH DE­VEL­OP­MENT– 64

SET 32 (An­swers be­gin on page 121.) An­swer ques­tions 356–358 on the ba­sis of the fol­low­ing pas­sage. (1) Grey­hound rac­ing is the sixth most pop­ular spec­ta­tor sport in the Unit­ed States. (2) Over the last decade, a grow­ing num­ber of rac­ers have been adopt­ed to live out re­tire­ment as house­hold pets, once there rac­ing ca­reer is over. (3) Many peo­ple hes­itate to adopt a re­tired rac­ing grey­hound be­cause they think on­ly very old dogs are avail­able. (4) Peo­ple al­so wor­ry that the grey­hound will be more ner­vous and ac­tive than oth­er breeds and will need a large space to run. (5) ________. (6) In fact, rac­ing grey- hounds are put up for adop­tion at a young age; even cham­pi­on rac­ers, who have the longest ca­reers, on­ly work un­til they are about three-​and-​a-​half years old. (7) Since grey­hounds usu­al­ly live to be 12–15 years old, their re­tire­ment is much longer than their rac­ing ca­reers. (8) Far from be­ing ner­vous dogs, grey­hounds have nat­ural­ly sweet, mild dis­po­si­tions, and, while they love to run, they are sprint­ers rather than dis­tance run­ners and are suf­fi­cient­ly ex­er- cised with a few laps around a fenced-​in back­yard ev­ery­day. (9) Grey­hounds do not make good watch­dogs, but they are very good with chil­dren, get along well with oth­er dogs (and usu­al­ly cats as well), and are very af­fec­tion­ate and loy­al. (10) A re­tired rac­ing grey­hound is a won­der­ful pet for al­most any­one. 356. Which sen­tence, if in­sert­ed in the blank space la­beled Part 5, would best help to fo­cus the writ­er’s ar­gu­ment in the sec­ond para­graph? a. Even so, grey­hounds are placid dogs. b. These wor­ries are based on false im­pres­sions and are eas­ily dis­pelled. c. Re­tired grey­hounds do not need race tracks to keep in shape. d. How­ev­er, re­tired grey­hounds are too old to need much ex­er­cise. 357. Which of the fol­low­ing changes is need­ed in the first para­graph? a. Part 1: Change grow­ing to in­creas­ing. b. Part 2: Change there to their. c. Part 1: Change is to was. d. Part 2: Change have been adopt­ed to have adopt­ed. 358. Which of the fol­low­ing sen­tences, if added be­tween Parts 9 and 10 of the third para­graph, would be most con­sis­tent with the writ­er’s pur­pose, tone, and in­tend­ed au­di­ence? a. For­mer rac­ing dogs make up ap­prox­imate­ly 0.36% of all dogs owned as do­mes­tic pets in the Unit­ed States. b. De­spite the fact that grey­hounds make ex­cel­lent do­mes­tic pets, there is still a large num­ber of for­mer rac­ers who have not been adopt­ed. c. Good-​na­tured and tol­er­ant dogs, grey­hounds speed­ily set­tle in­to any house­hold, large or small; they are equal­ly at ease in an apart­ment or a pri­vate home. d. It is im­per­ative that peo­ple over­come the com­mon myths they har­bor about grey­hounds that are pre­vent­ing them from adopt­ing these gen­tle dogs. –PARA­GRAPH DE­VEL­OP­MENT– 65

An­swer ques­tions 359–361 on the ba­sis of the fol­low­ing para­graph. (1) Fol­low­ing an over­whelm­ing­ly en­thusi- as­tic re­sponse, the school ad­min­is­tra­tion has de­cid­ed to ex­pand the Com­mu­ni­ty Mu­ral Paint­ing Pro­gram—now a part of two high school cur­ricu­lums—to the mid- dle school lev­el. (2) The pro­gram was pi­lot­ed in the school dis­trict last year and it was a suc­cess­ful ini­tia­tive for stu­dents and for the com­mu­ni­ty. (3) Mon­ey to fund the pro­gram came from a na­tion­al grant de­signed to pro­mote com­mu­ni­ty in­volve­ment as well as art ap­pre­ci­ation among teenagers. (4) A com- mit­tee that con­sists of art teach­ers, so­cial stud­ies teach­ers, and school so­cial work­ers over­sees the pro­gram. (5) Stud­ies have shown that young peo­ple who have been ex­posed to sim­ilar pro­grams are much less prone to ap­athy. (6) The same stud­ies state that these pro- grams pro­mote a sense of pur­pose that serves young peo­ple well both in­side and out­side the aca­dem­ic set­ting. (7) When the stu­dents were in­ter­viewed by the pro­gram com­mit­tee. (8) In ad­di­tion, the com­mu­ni­ty at­ti­tude to­ward teenagers is im­proved al­so. (9) It is pro­ject­ed that this year more than 150 stu­dents will be in­volved and that more than 20 mu­rals will be paint­ed. 359. Which sen­tence in the third para­graph is a non­stan­dard sen­tence? a. Part 5 b. Part 6 c. Part 7 d. Part 8 360. Which of the fol­low­ing changes should be made to Part 8 of the pas­sage? a. Re­move the word al­so. b. Change com­mu­ni­ty to com­mu­ni­ties. c. Change teenagers to teenagers’. d. Change to­ward to ac­cord­ing to. 361. Which of the fol­low­ing sen­tences, if in­sert­ed af­ter Part 2 of the pas­sage, would best de­vel­op the ideas in the first para­graph? a. The pro­gram could ben­efit oth­er dis­tricts as well. b. One par­tic­ular­ly beau­ti­ful mu­ral was paint­ed on a play­ground wall on the east side of town. c. Fifty high school stu­dents were in­volved and they spent five weeks paint­ing ten mu­rals through­out the com­mu­ni­ty in lo­ca­tions that were in great need of some at­ten­tion. d. The school dis­trict is in­ter­est­ed in try­ing oth­er pi­lot pro­grams in ad­di­tion the Mu­ral Paint­ing Pro­gram. An­swer ques­tions 362 and 363 on the ba­sis of the fol- low­ing pas­sage. (1) Yes­ter­day I was ex­posed to what was called, in a re­cent news­pa­per ad for Dil­ly’s Deli, “a din­ing ex­pe­ri­ence like no oth­er.” (2) I de­cid­ed on the ham­burg­er steak spe­cial, the oth­er spe­cials were liv­er and onions and tu­na casse­role. (3) Each spe­cial is of­fered with two side dish­es, but there was no pota­to sal­ad left, and the green beans were cooked near­ly be­yond recog­ni­tion. (4) I chose the gelatin of the day and what turned out to be the blan­dest coleslaw I have ev­er eat­en. (5) At Dil­ly’s you sit at one of the four long ta­bles. (6) The cou­ple sit­ting across from me was hav­ing an ar­gu­ment. (7) The –PARA­GRAPH DE­VEL­OP­MENT– 66

truck driv­er sit­ting next to me told me more than I want­ed to know about high­way tax­es. (8) Af­ter tast­ing each of the dish­es on my plate, it was time to leave; at that mo­ment, one of the peo­ple work­ing be­hind the counter yelled at me to clean up af­ter my­self. (9) Throw­ing away that plate of food was the most en­joy­able part of din­ing at Dil­ly’s. 362. Which of the fol­low­ing changes should be made to Part 2 of the first para­graph? a. Re­place were with are. b. Re­place the com­ma with a dash. c. Re­place I de­cid­ed with De­cid­ing. d. Re­place the com­ma with a semi­colon. 363. Which of the fol­low­ing words or phras­es should re­place the un­der­lined words in Part 8 of the sec­ond para­graph? a. Hav­ing tast­ed b. Af­ter I tast­ed c. Tast­ing d. Af­ter hav­ing tast­ed SET 33 (An­swers be­gin on page 122.) An­swer ques­tions 364–366 on the ba­sis of the fol- low­ing pas­sage. (1) Al­though eat­ing right is an im­por­tant part of good health, most ex­perts agree that be­ing phys­ical­ly ac­tive is al­so a key el­ement in liv­ing a longer and health­ier life. (2) The ben- efits of phys­ical ac­tiv­ity in­clude im­proved self-​es­teem, a low­ered risk of heart dis­ease and colon can­cer, stronger bones, mus­cles, and joints, and en­hanced flex­ibil­ity. (3) Phys- ical ac­tiv­ity, in ad­di­tion to its many oth­er re­wards will al­so help man­age weight gain. (4) One of the sim­plest and most ef­fec- tive ways to in­crease phys­ical ac­tiv­ity are walk­ing; walk­ing re­quires no spe­cial equip- ment, no par­tic­ular lo­ca­tion, and it can be eas­ily in­cor­po­rat­ed in­to even the bus­iest lives. (5) Add ten min­utes or ten blocks to your usu­al dog-​walk­ing rou­tine. (6) Park sev­er­al blocks away from your des­ti­na­tion and walk briskly the rest of the way. (7) Walk up or down the soc­cer or soft­ball field while watch­ing your kids play. (8) Find a walk­ing bud­dy who will take a long walk with you once or twice a week. (9) You’ll be less like­ly to skip the walk, if some­one is count­ing on you to be there. (10) ________________________. (11) Be­fore long, it will be­come a nor­mal part of your dai­ly rou­tine and you’ll hard­ly no­tice the ex­tra ef­fort. (12) In ad­di­tion, the in­creased en­er­gy and over­all sense of well-​be­ing you’ll ex­pe­ri­ence will in­spire you to walk even more. 364. Which of the fol­low­ing re­vi­sions is nec­es­sary in Part 4 of the above pas­sage? a. One of the sim­plest and most ef­fec­tive ways to in­crease phys­ical ac­tiv­ity are walk­ing; walk­ing re­quires no spe­cial equip­ment, no par­tic­ular lo­ca­tion and it can be eas­ily in­cor­po­rat­ed in­to even the bus­iest lives. b. One of the sim­plest and most ef­fec­tive ways to in­crease phys­ical ac­tiv­ity is walk­ing; walk­ing re­quires no spe­cial equip­ment, no par­tic­ular lo­ca­tion, and it can be eas­ily in­cor­po­rat­ed in­to even the bus­iest lives. c. One of the sim­plest and most ef­fec­tive ways to en­hance phys­ical ac­tiv­ity are walk­ing; walk­ing re­quires no spe­cial equip­ment, no par­tic­ular lo­ca­tion, and it can be eas­ily in­cor­po­rat­ed in­to even the bus­iest lives. d. One of the sim­plest and most ef­fec­tive ways to in­crease phys­ical ac­tiv­ity are walk­ing; on­ly walk­ing re­quires no spe­cial equip­ment, no par­tic­ular lo­ca­tion, and it can be eas­ily in­cor­po­rat­ed in­to even the bus­iest lives. –PARA­GRAPH DE­VEL­OP­MENT– 67

365. Which of the fol­low­ing sen­tences, if in­sert­ed in the blank line num­bered Part 10, would be most con­sis­tent with the de­vel­op­ment and gram­mar of the para­graph? a. Peo­ple will ben­efit from putting on their walk­ing shoes and pound­ing the pave­ment. b. So jog, bi­cy­cle, and walk as much as you can. c. While peo­ple will ben­efit from in­creased phys­ical ac­tiv­ity, it can­not re­place the neces- sity of eat­ing right. d. So put on your walk­ing shoes and start pound­ing the pave­ment. 366. Which of the fol­low­ing changes is need­ed in the pas­sage? a. Part 3: In­sert com­ma af­ter re­wards. b. Part 1: Re­place most with more. c. Part 5: In­sert a com­ma af­ter min­utes. d. Part 2: In­sert a colon af­ter ac­tiv­ity. An­swer ques­tions 367 and 368 on the ba­sis of the fol­low­ing pas­sage. (1) Po­lice of­fi­cers must read sus­pects their Mi­ran­da rights up­on tak­ing them in­to cus- tody. (2) When a sus­pect who is mere­ly be­ing ques­tioned in­crim­inates him­self, he might lat­er claim to have been in cus­tody and seek to have the case dis­missed on the grounds of not hav­ing been ap­praised of his Mi­ran­da rights. (3) In such cas­es, a judge must make a de­ter­mi­na­tion as to whether or not a rea­son­able per­son would have be­lieved him­self to have been in cus­tody, based on cer­tain cri­te­ria. (4) Of­fi­cers must be aware of these cri­te­ria and take care not to give sus­pects grounds for lat­er claim­ing they be­lieved them­selves to be in cus­tody. (5) The judge must as­cer­tain whether the sus­pect was ques­tioned in a threat­en­ing man­ner (threat­en­ing could mean that the sus­pect was seat­ed while both of­fi­cers re­mained stand­ing) and whether the sus- pect was aware that he or she was free to leave at any time. 367. Which of the un­der­lined words in the para­graph should be re­placed by a more ap­pro­pri­ate, ac­cu­rate word? a. in­crim­inates b. ap­praised c. cri­te­ria d. as­cer­tain 368. Which of the fol­low­ing changes would make the se­quence of ideas in the para­graph clear­er? a. Place Part 5 af­ter Part 1. b. Re­verse Parts 3 and 5. c. Re­verse the or­der of Parts 4 and 5. d. Delete Part 2. An­swer ques­tions 369 and 370 on the ba­sis of the fol­low­ing pas­sage. (1) Snow­board­ing, of­ten de­scribed as a snow sport that com­bines skate­board­ing and surf- ing, is an in­creas­ing­ly com­mon win­ter sport through­out the world. (2) Snow­board­ing in­volves strap­ping a board to one’s feet and slid­ing down snow-​cov­ered moun­tains. (3) In ad­di­tion to the snow­board, a snow- board­er’s equip­ment con­sists of spe­cial boots that at­tach to the board. (4) Some find snow­board­ing more dif- fi­cult to learn than ski­ing how­ev­er, oth­ers con­sid­er it eas­ier, re­quir­ing the mas­tery of one board as op­posed to two skis and two poles. (5) All agree though, that once the sport is mas­tered, it is ex­cit­ing, stim­ulat­ing, and fun. (6) Those who ex­cel in the sport may even find him­self bound for the Olympics since snow­board­ing be­came medal-​el­igi­ble in 1998. –PARA­GRAPH DE­VEL­OP­MENT– 68

369. Which of the fol­low­ing parts of the pas­sage is a non­stan­dard sen­tence? a. Part 1 b. Part 3 c. Part 4 d. Part 6 370. Which of the fol­low­ing changes is need­ed in the pas­sage? a. Part 1: Change com­bines to com­bine. b. Part 2: Change snow-​cov­ered to snow cov­ered. c. Part 5: Change agree to agreed. d. Part 6: Change him­self to them­selves. An­swer ques­tions 371 and 372 on the ba­sis of the fol­low­ing pas­sage. (1) An ecosys­tem is a group of an­imals and plants liv­ing in a spe­cif­ic re­gion and in­ter- act­ing with one an­oth­er and with their phys­ical en­vi­ron­ment. (2) Ecosys­tems in­clude phys­ical and chem­ical com­po­nents, such as soils, wa­ter, and nu­tri­ents that sup- port the or­gan­isms liv­ing there. (3) These or­gan­isms may range from large an­imals to mi­cro­scop­ic bac­te­ria. (4) Ecosys­tems al­so can be thought of as the in­ter­ac­tions among all or­gan­isms in a giv­en habi­tat; for in­stance, one species may serve as food for an­oth­er. (5) Peo­ple are part of the ecosys- tems where they live and work. (6) En­vi- ron­men­tal Groups are form­ing in many com­mu­ni­ties. (7) Hu­man ac­tiv­ities can harm or de­stroy lo­cal ecosys­tems un­less ac­tions such as land de­vel­op­ment for hous- ing or busi­ness­es are care­ful­ly planned to con­serve and sus­tain the ecol­ogy of the area. (8) An im­por­tant part of ecosys­tem man­age­ment in­volves find­ing ways to pro- tect and en­hance eco­nom­ic and so­cial well- be­ing while pro­tect­ing lo­cal ecosys­tems. 371. Which of the fol­low­ing num­bered parts is least rel­evant to the main idea of the para­graph? a. Part 1 b. Part 6 c. Part 7 d. Part 8 372. Which of the fol­low­ing changes is need­ed in the pas­sage? a. Part 5: Place a com­ma af­ter live. b. Part 2: Re­move the com­ma af­ter wa­ter. c. Part 6: Use a low­er­case g for the word Group. d. Part 8: Change in­volves to in­volved. An­swer ques­tions 373–374 on the ba­sis of the fol­low­ing pas­sage. (1) There are two types of di­abetes, in­sulin- de­pen­dent and non-​in­sulin-​de­pen­dent. (2) Be­tween 90 and 95% of the es­ti­mat­ed 13 to 14 mil­lion peo­ple in the Unit­ed States with di­abetes have non-​in­sulin-​de­pen­dent, or Type II, di­abetes. (3) Be­cause this form of di­abetes usu­al­ly be­gins in adults over the age of 40 and is most com­mon af­ter the age of 55, it used to be called adult-​on­set di­abetes. (4) ________ its symp­toms of­ten de­vel­op grad­ual­ly and are hard to iden­ti­fy at first, near­ly half of all peo­ple with dia- betes do not know they have it. (5) ________, some­one who has de­vel­oped Type II di­abetes may feel more tired or ill with­out know­ing why. (6) This can be par- tic­ular­ly dan­ger­ous be­cause un­treat­ed dia- betes can cause dam­age to the heart, blood ves­sels, eyes, kid­neys, and nerves. (7) While the caus­es, short-​term ef­fects, and treat- ments of the two types of di­abetes dif­fer, both types can cause the same long-​term health prob­lems. –PARA­GRAPH DE­VEL­OP­MENT– 69

373. Which of the fol­low­ing parts of the para­graph con­tains a non­stan­dard com­par­ison? a. Part 7 b. Part 5 c. Part 3 d. Part 2 374. Which se­quence of words, if in­sert­ed in or­der in­to the blanks in the para­graph, help the read­er un­der­stand the se­quence and log­ic of the writ­er’s ideas? a. Since ...For ex­am­ple b. While ...Next c. More­over ...Even­tu­al­ly d. Be­cause ...Thus SET 34 (An­swers be­gin on page 123.) An­swer ques­tions 375–377 on the ba­sis of the fol­low­ing para­graph. (1) By us­ing tiny probes as neu­ral pros­the- ses, sci­en­tists may be able to re­store nerve func­tion in quadriplegics, make the blind see, or the deaf hear. (2) Thanks to ad­vanced tech­niques, an im­plant­ed probe can stim­ulate in­di­vid­ual neu­rons elec­tri- cal­ly or chem­ical­ly and then record re­spons­es. (3) Pre­lim­inary re­sults sug­gest that the mi­cro­probe teleme­try sys­tems can be per­ma­nent­ly im­plant­ed and re­place dam­aged or miss­ing nerves. (4) The tis­sue-​com­pat­ible mi­cro- probes rep­re­sent an ad­vance over the typ- ical­ly alu­minum wire elec­trodes used in stud­ies of the cor­tex and oth­er brain struc- tures. (5) Pre­vi­ous­ly, re­searchers da­ta were ac­cu­mu­lat­ed us­ing tra­di­tion­al elec­trodes, but there is a ques­tion of how much dam- age they cause to the ner­vous sys­tem. (6) Mi­cro­probes, since they are slight­ly thin- ner than a hu­man hair, cause min­imal dam­age and dis­rup­tion of neu­rons when in­sert­ed in­to the brain be­cause of their diminu­tive width. (7) In ad­di­tion to record­ing ner­vous sys­tem im­puls­es, the mi­cro­probes have mi­nus­cule chan­nels that open the way for de­liv­ery of drugs, cel­lu­lar growth fac­tors, neu­ro­trans­mit­ters, and oth­er neu­roac­tive com­pounds to a sin­gle neu­ron or to groups of neu­rons. (8) The probes usu­al­ly have up to four chan­nels, each with its own record- ing/stim­ulat­ing elec­trode. 375. Which of the fol­low­ing changes is need­ed in the above pas­sage? a. Part 8: Change its to it’s. b. Part 6: Change their to its. c. Part 6: Change than to then. d. Part 5: Change re­searchers to re­searchers’. 376. Which of the fol­low­ing in­cludes a non­stan­dard use of an ad­verb in the pas­sage? a. Part 2 b. Part 4 c. Part 6 d. Part 8 377. Which of the fol­low­ing num­bered parts should be re­vised to re­duce un­nec­es­sary rep­eti­tion? a. Part 2 b. Part 5 c. Part 6 d. Part 8 An­swer ques­tions 378–380 on the ba­sis of the fol- low­ing pas­sage. (1) Loud nois­es on trains not on­ly ir­ri­tate pas­sen­gers but al­so cre­ate un­safe sit­ua­tions. (2) They are pro­hib­it­ed by law and by agen­cy pol­icy. (3) There­fore, con­duc­tors fol­low the pro­ce­dures out­lined be­low: –PARA­GRAPH DE­VEL­OP­MENT– 70

(4) A pas­sen­ger-​cre­at­ed dis­tur­bance is by play­ing ex­ces­sive­ly loud mu­sic or cre­at- ing loud nois­es in some oth­er man­ner. (5) In the event a pas­sen­ger cre­ates a dis­tur- bance, the con­duc­tor will po­lite­ly ask the pas­sen­ger to turn off the mu­sic or stop mak­ing the loud noise. (6) If the pas­sen­ger re­fus­es to com­ply, the con­duc­tor will tell the pas­sen­ger that he or she is in vi­ola­tion of the law and train pol­icy and will have to leave the train if he or she will not com­ply to the re­quest. (7) If po­lice as­sis­tance is re­quest­ed, the con­duc­tor will stay at the lo­ca­tion from which the call to the Com- mand Cen­ter was placed or the silent alarm used. (8) Con­duc­tors will wait there un­til the po­lice ar­rive, will al­low pas­sen­gers to get off the train at this point, and no pas- sen­gers are al­lowed back on un­til the situ- ation is re­solved. 378. Which of the fol­low­ing num­bered parts con­tains a non­stan­dard sen­tence? a. Part 3 b. Part 4 c. Part 6 d. Part 7 379. Which of the fol­low­ing sen­tences is the best re­vi­sion of the sen­tence num­bered Part 8 in the pas­sage? a. Con­duc­tors will wait there un­til the po­lice ar­rive, will al­low pas­sen­gers off the train at this point, and no pas­sen­gers will be al­lowed on un­til the sit­ua­tion is re­solved. b. Con­duc­tors will wait there un­til the po­lice ar­rive, will al­low pas­sen­gers off the train at this point, and, un­til the sit­ua­tion is re­solved, no pas­sen­gers are al­lowed on. c. Con­duc­tors will wait there un­til the po­lice ar­rive, will al­low pas­sen­gers off the train at this point, and will not al­low pas­sen­gers on un­til the sit­ua­tion is re­solved. d. Con­duc­tors will wait there un­til the po­lice ar­rive, will al­low pas­sen­gers off the train at this point, and no pas­sen­gers will be al­lowed on un­til the sit­ua­tion is re­solved. 380. Which of the fol­low­ing num­bered parts con­tains a non­stan­dard use of a prepo­si­tion? a. Part 2 b. Part 6 c. Part 7 d. Part 8 –PARA­GRAPH DE­VEL­OP­MENT– 71

An­swer ques­tions 381–383 on the ba­sis of the fol­low­ing pas­sage. (1) In her lec­ture “Keep­ing Your Heart Healthy,” Dr. Mi­ran­da Wood­house chal- lenged Amer­icans to join her in the fight to re­duce the risks of heart dis­ease. (2) Her plan in­cludes four ba­sic strate­gies meant to in­crease pub­lic aware­ness and pre­vent heart dis­ease. (3) Eat­ing a healthy di­et that con- tains nine full serv­ings of fruits and veg­eta- bles each day can help low­er choles­terol lev­els. (4) More fruits and veg­eta­bles means less dairy and meat, which, in turn, means less choles­terol-​boost­ing sat­urat­ed fat. (5) Do not smoke. (6) Cigarette smok­ing which in­creas­es the risk of heart dis­ease and when it is com­bined with oth­er fac­tors, the risk is even greater. (7) Smok­ing in­creas­es blood pres­sure, in­creas­es the ten­den­cy for blood to clot, de­creas­es good choles­terol, and de­creas­es tol­er­ance for ex­er­cise. (8) Be aware of your blood pres­sure and choles­terol lev- els at all times. (9) Be­cause their are of­ten no symp­toms, many peo­ple don’t even know that they have high blood pres­sure. (10) This is ex­treme­ly dan­ger­ous since un­con­trolled high blood pres­sure can lead to heart at­tack, kid­ney fail­ure, and stroke. (11) Fi­nal­ly, re­lax and be hap­py. (12) Stud­ies show that be­ing con­stant­ly an­gry and de­pressed can in­crease your risk of heart dis­ease so take a deep breath, smile, and fo­cus on the pos­itive things in life. 381. Which of the fol­low­ing num­bered parts con­tains a non­stan­dard sen­tence? a. Part 3 b. Part 6 c. Part 2 d. Part 10 382. Which of the fol­low­ing sen­tences, if in­sert­ed be­tween Part 2 and Part 3 of the pas­sage, would best fo­cus the pur­pose of the writ­er? a. While the guide­lines will help those who are free of heart dis­ease, they will not help those who have al­ready ex­pe­ri­enced a heart at­tack. b. Ex­tend­ing the life of Amer­ican cit­izens will make our coun­try’s life ex­pectan­cy rates the high­est in the world. c. The fol­low­ing is a brief out­line of each of the four strate­gies. d. Get­ting peo­ple to stop smok­ing is the most im­por­tant el­ement of Dr. Wood­house’s pro­gram. 383. Which of the fol­low­ing changes needs to be made to the pas­sage? a. Part 2: Change in­cludes to is in­clu­sive of. b. Part 3: Change Eat­ing to To eat. c. Part 9: Change their to there. d. Part 12: Change show to shown. An­swer ques­tions 384–387 on the ba­sis of the fol­low­ing pas­sage. (1) Artist Mary Cas­satt was born in Al­leghe­ny City, Penn­syl­va­nia, in 1844. (2) Be­cause her fam­ily val­ued ed­uca­tion and be­lieved that trav­el­ing was a won­der­ful way to learn. (3) Be­fore she was ten years old, she’d vis­it­ed Lon­don, Paris, and Rome. (4) Al­though her fam­ily sup­port­ed ed­uca­tion, they were not at all sup­port­ive of her de­sire to be a pro­fes­sion­al artist but that didn’t stop her from study­ing art both in the U.S. and abroad. (5) A con­tem­po­rary of artists in­clud­ing Camille Pis­sar­ro and Edgar De­gas Cas­satt was an ac­tive mem­ber of the school of paint­ing known as im­pres­sion- ism. (6) How­ev­er, in lat­er years, her paint­ing –PARA­GRAPH DE­VEL­OP­MENT– 72

evolved and she aban­doned the im­pres­sion- ist ap­proach; for a sim­pler, more straight- for­ward style. (7) Cas­satt nev­er mar­ried or had chil- dren, but her most well-​known paint­ing’s de­pict breath­tak­ing, yet or­di­nary scenes of moth­ers and chil­dren. (8) Cas­satt died in 1926 at the age of 82 leav­ing a large and in­spired body of work and an ex­am­ple to wom­en ev­ery­where to break through tra­di- tion­al roles and fol­low their dreams. 384. Which of the fol­low­ing changes needs to be made to the above pas­sage? a. Part 3: Change Be­fore to Be­cause. b. Part 4: In­sert a com­ma af­ter Al­though. c. Part 5: In­sert a com­ma af­ter De­gas. d. Part 7: Change breath­tak­ing to breath­tak­ing­ly. 385. Which of the fol­low­ing num­bered parts con­tains a non­stan­dard sen­tence? a. Part 1 b. Part 2 c. Part 3 d. Part 8 386. Which of the fol­low­ing num­bered parts con­tains a non­stan­dard sen­tence? a. Part 3 b. Part 4 c. Part 6 d. Part 8 387. Which of the fol­low­ing should be used in place of the un­der­lined word in Part 7 of the last para­graph? a. paint­ing b. paint­ings c. paint­ings’ d. art­work’s SET 35 (An­swers be­gin on page 124.) An­swer ques­tions 388–390 on the ba­sis of the fol­low­ing pas­sage. (1) It is clear that the Unit­ed States is a na­tion that needs to eat health­ier and slim down. (2) One of the most im­por­tant steps in the right di­rec­tion would be for school cafe­te­rias to pro­vide healthy, low-​fat op­tions for stu­dents. (3) School cafe­te­rias, in an ef­fort to pro­vide food that is ap­pe­tiz­ing to young peo­ple, too of­ten mem­orize fast-​food menus, serv­ing items such as burg­ers and fries, piz­za, hot dogs, and fried chick­en. (4) While these foods do pro­vide some nu­tri- tion­al val­ue, they are rel­ative­ly high in fat. (5) Ac­cord­ing to nu­tri­tion­ist Eliz­abeth Warn­er, many of the lunch se­lec­tions cur- rent­ly of­fered by school cafe­te­rias could be made health­ier with a few sim­ple and in­ex- pen­sive sub­sti­tu­tions. (6) “Veg­gie burg­ers of­fered along­side beef burg­ers would be a pos­itive ad­di­tion, says Warn­er. (7) “A sal­ad bar would al­so serve the pur­pose of pro­vid­ing a healthy and sat­is­fy­ing meal. (8) And tasty grilled chick­en sand­wich­es would be a far bet­ter op­tion than fried chick­en. (9) Ad­di­tion­al­ly, the bev- er­age case should be stocked with con­tain- ers of low-​fat milk.” 388. Which of the fol­low­ing changes is need­ed in the third para­graph? a. Part 7: Re­move the quo­ta­tion marks be­fore A. b. Part 6: In­sert quo­ta­tion marks af­ter ad­di­tion. c. Part 9: In­sert a com­ma af­ter case. d. Part 8: Change than to then. –PARA­GRAPH DE­VEL­OP­MENT– 73

389. Which of the un­der­lined words or phras­es in the pas­sage should be re­placed by more pre­cise or ap­pro­pri­ate words? a. di­rec­tion b. mem­orize c. nu­tri­tion­al d. sub­sti­tu­tions 390. Which of the fol­low­ing ed­ito­ri­al changes would help fo­cus at­ten­tion on the main idea in the third para­graph? a. Re­verse the or­der of Part 7 and Part 9. b. Delete Part 6. c. Com­bine Part 7 and 8 in­to one sen­tence. d. Make Part 5 the first sen­tence of the third para­graph. An­swer ques­tions 391–393 on the ba­sis of the fol­low­ing pas­sage. (1) If you have lit­tle time to care for your gar­den, be sure to se­lect hardy plants, such as phlox, com­frey, and pe­onies. (2) These will, with on­ly a lit­tle care, keep the gar­den bril­liant with col­or all through the grow­ing sea­son. (3) Stur­dy sun­flow­ers and hardy species of ros­es are al­so good se­lec­tions. (4) As a thrifty gar­den­er, you should leave part of the gar­den free for the plant­ing of herbs such as laven­der, sage, thyme, and pars­ley. (5) If you have a mod­er­ate amount of time, grow­ing veg­eta­bles and a gar­den cul- ture of pears, ap­ples, quinces, and oth­er small fruits can be an in­ter­est­ing oc­cu­pa- tion, which am­ply re­wards the care lan- guished on it. (6) Even a small veg­etable and fruit gar­den may yield radish­es, cel­ery, beans, and straw­ber­ries that will be deli- cious on the fam­ily ta­ble. (7) ________. (8) When plant­ing seeds for the veg­etable gar­den, you should be sure that they re­ceive the prop­er amount of mois­ture, that they are sown at the right sea­son to re­ceive the right de­gree of heat, and that the seed is placed near enough to the sur­face to al­low the young plant to reach the light eas­ily. 391. Which of the fol­low­ing ed­ito­ri­al changes would best help to clar­ify the ideas in the first para­graph? a. Omit the phrase, with on­ly a lit­tle care,from Part 2. b. Re­verse the or­der of Parts 2 and 3. c. Add a sen­tence af­ter Part 4 ex­plain­ing why sav­ing room for herbs is a sign of thrift in a gar­den­er. d. Add a sen­tence about the ease of grow­ing ros­es af­ter Part 3. 392. Which of the fol­low­ing sen­tences, if in­sert­ed in the blank line num­bered Part 7, would be most con­sis­tent with the writ­er’s de­vel­op­ment of ideas in the sec­ond para­graph? a. When and how you plant is im­por­tant to pro­duc­ing a good yield from your gar­den. b. Very few gar­den­ing tasks are more fas­ci­nat­ing than grow­ing fruit trees. c. Of course, if you have saved room for an herb gar­den, you will be able to make the yield of your gar­den even more tasty by cook­ing with your own herbs. d. Grow­ing a pro­duc­tive fruit gar­den may take some spe­cial­ized and time-​con­sum­ing re­search in­to prop­er graft­ing tech­niques. 393. Which of the fol­low­ing changes needs to be made in the above pas­sage? a. Part 2: Change through to threw. b. Part 5: Change lan­guished to lav­ished. c. Part 8: Change sown to sewn. d. Part 8: Change sur­face to sur­feit. –PARA­GRAPH DE­VEL­OP­MENT– 74

An­swer ques­tions 394 and 395 on the ba­sis of the fol­low­ing pas­sage. This se­lec­tion is from Willa Cather’s short sto­ry, “Neigh­bor Rosicky.” (1) On the day be­fore Christ­mas the weath­er set in very cold; no snow, but a bit­ter, bit­ing wind that whis­tled and sang over the flat land and lashed one’s face like fine wires. (2) There was bak­ing go­ing on in the Rosicky kitchen all day, and Rosicky sat in­side, mak­ing over a coat that Al­bert had out­grown in­to an over­coat for John. (3) Mary’s big red gera­ni­um in bloom for Christ­mas, and a row of Jerusalem cher­ry trees, full of berries. (4) It was the first year she had ev­er grown these; Doc­tor Ed brung her the seeds from Om­aha when he went to some med­ical con­ven­tion. (5) They re­mind­ed Rosicky of plants he had seen in Eng­land; and all af­ter­noon, as he stitched, he sat think­ing about the two years in Lon­don, which his mind usu­al­ly shrank from even af­ter all this while. 394. Which of the fol­low­ing num­bered parts dis­plays non­stan­dard use of a verb form? a. Part 2 b. Part 3 c. Part 4 d. Part 5 395. Which of the fol­low­ing num­bered parts con­tains a non­stan­dard sen­tence? a. Part 2 b. Part 3 c. Part 4 d. Part 5 SET 36 (An­swers be­gin on page 125.) An­swer ques­tions 396–398 on the ba­sis of the fol­low­ing pas­sage. (1) Au­gus­tus Saint-​Gau­dens was born March 1, 1848, in Dublin, Ire­land, to Bernard Saint-​Gau­dens, a French shoe- mak­er, and Mary McGuin­ness, his Irish wife. (2) Six months lat­er, the fam­ily im­mi- grat­ed to New York City, where Au­gus­tus grew up. (3) Up­on com­ple­tion of school at age thir­teen, he ex­pressed strong in­ter­est in art as a ca­reer so his fa­ther ap­pren­ticed him to a cameo cut­ter. (4) While work­ing days at his cameo lathe, Au­gus­tus al­so took art class­es at the Coop­er Union and the Na­tion­al Acade­my of De­sign. (5) At 19, his ap­pren­tice­ship com- plet­ed, Au­gus­tus trav­eled to Paris where he stud­ied un­der Fran­cois Jouf­fry at the renown Ecole des Beaux-​Arts. (6) In 1870, he left Paris for Rome, where for the next five years, he stud­ies clas­si­cal art and archi- tec­ture, and worked on his first com­mis- sions. (7) In 1876, he re­ceived his first ma­jor com­mis­sion—a mon­ument to Civ­il War Ad­mi­ral David Glas­gow Far­ragut. (8) Un­veiled in New York’s Madi­son Square in 1881, the mon­ument was a tremen­dous suc­cess; its com­bi­na­tion of re­al­ism and alle- gory was a de­par­ture from pre­vi­ous Amer- ican sculp­ture. (9) Saint-​Gau­dens’ fame grew, and oth­er com­mis­sions were quick­ly forth­com­ing. 396. Which of the fol­low­ing num­bered parts re­quires a com­ma to sep­arate two in­de­pen­dent claus­es? a. Part 1 b. Part 3 c. Part 7 d. Part 9 –PARA­GRAPH DE­VEL­OP­MENT– 75

397. Which of the fol­low­ing words should re­place the un­der­lined word in Part 6? a. stud­ied b. will study c. had been study­ing d. would have stud­ied 398. Which of the fol­low­ing changes needs to be made to the pas­sage? a. Part 2: Change where to when. b. Part 5: Change renown to renowned. c. Part 8: Change its to it’s. d. Part 3: Change ex­pressed to im­pressed. An­swer ques­tions 399–401 on the ba­sis of the fol­low­ing pas­sage. (1) Ev­er­glades Na­tion­al Park is the largest re­main­ing sub-​trop­ical wilder­ness in the con­ti­nen­tal Unit­ed States. (2) It’s home to abun­dant wildlife; in­clud­ing al­li­ga­tors, crocodiles, man­atees, and Flori­da pan- thers. (3) The cli­mate of the Ev­er­glades are mild and pleas­ant from De­cem­ber through April, though rare cold fronts may cre­ate near freez­ing con­di­tions. (4) Sum­mers are hot and hu­mid; in sum­mer, the tem­pera- tures of­ten soar to around 90° and the hu­mid­ity climbs to over 90%. (5) Af­ter­noon thun­der­storms are com­mon, and mos- quitoes are abun­dant. (6) If you vis­it the Ev­er­glades, wear com­fort­able sportswear in win­ter; loose-​fit­ting, long-​sleeved shirts and pants, and in­sect re­pel­lent are rec­om­mend­ed in the sum­mer. (7) Walk­ing and ca­noe trails, boat tours, and tram tours are ex­cel­lent for view­ing wildlife, in­clud­ing al­li­ga­tors and a mul­ti­tude of trop­ical and tem­per­ate birds. (8) Camp­ing, whether in the back coun­try or at es­tab­lished camp­grounds, of­fers the op­por­tu­ni­ty to en­joy what the park of­fers first­hand. (9) Year-​round, ranger-​led ac­tiv- ities may help you to en­joy your vis­it even more; such ac­tiv­ities are of­fered through- out the park in all sea­sons. 399. Which of the fol­low­ing num­bered parts con­tains a non­stan­dard use of a semi­colon? a. Part 6 b. Part 2 c. Part 9 d. Part 4 400. Which of the fol­low­ing num­bered parts needs to be re­vised to re­duce un­nec­es­sary rep­eti­tion? a. Part 4 b. Part 6 c. Part 9 d. Part 8 401. Which of the fol­low­ing changes is need­ed in the above pas­sage? a. Part 2: Change it’s to its. b. Part 3: Change are to is. c. Part 6: Re­move the com­ma af­ter Ev­er­glades. d. Part 8: Re­move the com­ma af­ter camp­grounds. An­swer ques­tions 402 and 403 on the ba­sis of the fol­low­ing pas­sage. (1) Choos­ing a doc­tor is an im­por­tant de­ci- sion. Here are some things you can do to make the best choice. (2) The sin­gle most im­por­tant thing is to in­ter­view the doc­tors you are con­sid­er­ing. (3) Ask ques­tions about the prac­tice, of­fice hours, and how quick he or she re­sponds to phone calls. (4) Pay at­ten- tion to the doc­tor’s com­mu­ni­ca­tion skills and how com­fort­able you are with them. (5) The sec­ond thing you should do is to –PARA­GRAPH DE­VEL­OP­MENT– 76

check the doc­tor’s cre­den­tials. (6) One way to do this is to ask your health care in­sur­ance com­pa­ny how they checked the doc­tor’s cre- den­tials be­fore ac­cept­ing him or her in­to their net­work. (7) The cost of health­care in­sur­ance is quite high and many fam­ilies have dif­fi­cul­ty af­ford­ing it. (8) Fi­nal­ly, spend a lit­tle time talk­ing with the re­cep­tion­ist. (9) Keep in mind that this is the per­son you’ll come in­to con­tact with ev­ery time you call or come in­to the of­fice. (10) If he or she is pleas­ant and ef­fi­cient, it will cer­tain­ly make your over­all ex­pe­ri­ence bet­ter. 402. Which of the fol­low­ing num­bered parts is least rel­evant to the first para­graph? a. Part 2 b. Part 3 c. Part 7 d. Part 9 403. Which of the fol­low­ing changes needs to be made to the pas­sage? a. Part 3: Change quick to quick­ly. b. Part 10: Change bet­ter to more bet­ter. c. Part 6: Change ac­cept­ing to ac­cept­ed. d. Part 10: Change ef­fi­cient to ef­fi­cient­ly. An­swer ques­tions 404–406 on the ba­sis of the fol­low­ing pas­sage. (1) Be­ing able to type good is no longer a re­quire­ment lim­it­ed to sec­re­taries and nov­el­ists; thanks to the com­put­er, any­one who wants to en­ter the work­ing world needs to be ac­cus­tomed to a key­board. (2) Just know­ing your way around a key­board does not mean that you can use one ef­fi- cient­ly, though; while you may have pro- gressed be­yond the “hunt-​and-​peck” method, you may nev­er have learned to type quick­ly and ac­cu­rate­ly. (3) Do­ing so is a skill that will not on­ly en­sure that you pass a typ­ing pro­fi­cien­cy ex­am, but one that is es­sen­tial if you want to ad­vance your ca­reer in any num­ber of fields. (4) This chap­ter as­sures that you are fa­mil­iar enough with a stan­dard key­board to be able to use it with­out look­ing at the keys, which is the first step in learn­ing to type, and that you are aware of the prop­er fin- ger­ing. (5) The fol­low­ing in­for­ma­tion will help you in­crease your speed and ac­cu­ra­cy and to do our best when be­ing test­ed on timed writ­ing pas­sages. 404. Which of the fol­low­ing num­bered parts con­tains a non­stan­dard use of a mod­ifi­er? a. Part 1 b. Part 2 c. Part 3 d. Part 5 405. Which of the fol­low­ing words, un­der­lined in the pas­sage, is mis­used in its con­text? a. as­sures b. pro­fi­cien­cy c. fin­ger­ing d. ac­cus­tomed 406. Which of the fol­low­ing changes needs to be made in the pas­sage? a. Part 3: Re­move the com­ma af­ter ex­am. b. Part 4: In­sert a colon af­ter that. c. Part 1: Change needs to need­ed. d. Part 5: Change our to your. –PARA­GRAPH DE­VEL­OP­MENT– 77

SET 37 (An­swers be­gin on page 126.) An­swer ques­tions 407 and 408 on the ba­sis of the fol­low­ing pas­sage. (1) None of us knew my Un­cle Elmer, not even my moth­er (he would have been ten years old­er than she) we had pic­tures of him in an an­cient fam­ily al­bum, a solemn, spindly ba­by, dressed in a white muslin shirt, ready for bed, or in a sailor suit, hold- ing a lit­tle drum. (2) In one pho­to­graph, he stands in front of a tall chif­fonier, which looms be­hind him, mas­sive and shad­owy, like one of the Fates in a greek play. (3) There weren’t many such pic­tures, be­cause pho­tographs weren’t easy to come by in those days, and in the ones we did have, my un­cle had a for­mal posed look, as if, even then, he knew he was bound for some unique des­tiny. (4) It was the sum­mer I turned thir­teen that I found out what hap- pened to him, the sum­mer Sis­ter Mat­tie Fish­er, one of Grand­ma’s evan­ge­list friends, paid us a vis­it, sweep­ing in like a cleans­ing wind and telling the truth. 407. Which of the fol­low­ing changes needs to be made to the above pas­sage? a. Part 2: Change greek to Greek. b. Part 4: Change Sis­ter to sis­ter. c. Part 4: Change sum­mer to Sum­mer. d. Part 3: Change un­cle to Un­cle. 408. Which of the fol­low­ing num­bered parts con­tains a non­stan­dard sen­tence? a. Part 1 b. Part 2 c. Part 3 d. Part 4 An­swer ques­tions 409–411 on the ba­sis of the fol­low­ing pas­sage. (1) O’Con­nell Street is the main thor­ough- fare of Dublin City. (2) Al­though it is not a par­tic­ular­ly long street Dublin­ers will tell the vis­itor proud­ly that it is the widest street in all of Eu­rope. (3) This claim usu­al­ly meets with protests, es­pe­cial­ly from French tourists who claim The Champs El­ysees of Paris as Eu­rope’s widest street. (4) But the wit­ty Dublin­er will not en­sign brag­ging rights eas­ily and will trump the French vis- itor with a fine dis­tinc­tion: The Champs El­ysees is the widest boule­vard, but O’Con- nell is the widest street. (5) Di­vid­ed by sev­er­al im­por­tant mon­uments run­ning the length of its cen- ter, the street is named for Daniel O’Con- nell, an Irish pa­tri­ot. (6) An im­pres­sive mon­ument to him tow­ers over the en­trance of low­er O’Con­nell Street and over­look­ing the Lif­fey Riv­er. (7) O’Con­nell stands high above the un­hur­ried crowds of shop­pers, busi­ness peo­ple, and stu­dents on a stur­dy col­umn; he is sur­round­ed by four serene an­gels seat­ed at each cor­ner of the monu- ment’s base. 409. Which of the fol­low­ing words should re­place the un­der­lined word in Part 4 of the pas­sage? a. re­quire b. re­lin­quish c. ac­quire d. as­sign –PARA­GRAPH DE­VEL­OP­MENT– 78

410. Which of the fol­low­ing changes needs to be made to the sec­ond para­graph of the pas­sage? a. Part 7: Re­place the semi­colon with a com­ma. b. Part 5: Change Irish to irish. c. Part 5: Change run­ning to run. d. Part 6: Change over­look­ing to over­looks. 411. Which of the fol­low­ing changes needs to be made to the first para­graph of the pas­sage? a. Part 2: In­sert a com­ma af­ter that. b. Part 3: Re­place the com­ma af­ter protests with a semi­colon. c. Part 4: Re­move the colon af­ter dis­tinc­tion. d. Part 2: In­sert a com­ma af­ter street. An­swer ques­tions 412–414 on the ba­sis of the fol­low­ing pas­sage. (1) Mrs. Lake ar­riv­ing twen­ty min­utes ear­ly sur­prised and ir­ri­tat­ed Nicholas, al­though the mo­ment for say­ing so slipped past too quick­ly for him to snatch its op­por­tu­ni­ty. (2) She was a thin wom­an of medi­um height, not much old­er than he—in her mid­dle for­ties he judged—dressed in a red- and-​white, pol­ka-​dot dress and open-​toed red shoes with ex­treme­ly high heels. (3) Her short brown hair was crimped in waves, which gave a in­con­gru­ous, quaint, old-​fash­ioned ef­fect. (4) She had a point­ed nose. (5) Her eyes, set rather shal­low, were light brown and in­quis­itive. (6) “Dr. Markley?” she asked. (7) Nicholas nod­ded, and the wom­an walked in past him, pro­ceed­ing with lit­tle minc- ing steps to the cen­ter of the liv­ing room where she stood with her back turned, look­ing around. (8) “My my,” she said. (9) “This is a nice house. (10) Do you live here all alone?” 412. Which of the fol­low­ing changes should be made in Part 3? a. Change was to is. b. Change gave to gives. c. Change a to an. d. Change ef­fect to af­fect. 413. Which of the fol­low­ing num­bered parts con­tains a non­stan­dard use of a mod­ifi­er? a. Part 7 b. Part 5 c. Part 3 d. Part 2 414. Which of the fol­low­ing changes needs to be made to Part 1? a. In­sert a com­ma af­ter ear­ly. b. Change too to two. c. Change Lake to Lake’s. a. Change its to it’s. –PARA­GRAPH DE­VEL­OP­MENT– 79

SET 38 (An­swers be­gin on page 127.) An­swer ques­tions 415–417 on the ba­sis of the fol­low­ing pas­sage. (1) If your of­fice job in­volves tele­phone work, than your voice may be the first con- tact a caller has to your com­pa­ny or or­gan- iza­tion. (2) For this rea­son, your tele­phone man­ners have to be im­pec­ca­ble. (3) Al­ways an­swer the phone prompt­ly, on the first or sec­ond ring, if pos­si­ble. (4) Speak di­rect­ly in­to the phone, nei­ther too loud­ly nor too soft­ly, in a pleas­ant, cheer­ful voice. (5) Var y the pitch of your voice, so that it will not sound monotonous or un­in­ter­est­ed, and be sure to enun­ci­ate clear­ly. (6) Af­ter a short, friend­ly greet­ing, state your com- pa­ny or boss’s name, then your own name. (7) Al­ways take mes­sages care­ful­ly. (8) Fill out all per­ti­nent blanks on the mes­sage pad sheet while you are still on the phone. (9) Al­ways let the caller hang up first. (10) Do not de­pend in your mem­ory for the spelling of a name or the last dig­it of a phone num­ber, and be sure to write leg­ibly. (11) When it is time to close a con­ver­sa­tion, do so in a pleas­ant man­ner, and nev­er hang up with­out say­ing good-​bye. (12) While it is not an ab­so­lute rule, gen­er­al­ly clos­ing with Good­bye is more pro­fes­sion­al than bye-​bye. (13) Ver­ify the in­for­ma­tion by read­ing it back to the caller. 415. Which of the fol­low­ing ed­ito­ri­al changes would most im­prove the clar­ity of de­vel­op­ment of ideas in the sec­ond para­graph? a. Delete Part 9. b. Re­verse the or­der of Part 8 and Part 13. c. Re­verse the or­der of Part 9 and Part 13. d. Add a sen­tence af­ter Part 7 ex­plain­ing the need to take phone mes­sages from cus­tomers po­lite­ly. 416. Which of the fol­low­ing changes needs to be made to the first para­graph? a. Part 5: Change they to it. b. Part 1: Change than to then. c. Part 2: Change man­ners to man­ner. d. Part 6: Change boss’s to boss­es. 417. Which of the fol­low­ing num­bered parts con­tains a non­stan­dard use of a prepo­si­tion? a. Part 1 b. Part 2 c. Part 8 d. Part 10 An­swer ques­tions 418 and 419 on the ba­sis of the fol­low­ing pas­sage. (1) Un­der­stand that your boss has prob- lems, too. (2) This is easy to for­get. (3) When some­one has au­thor­ity over you, it’s hard to re­mem­ber that they’re just hu­man. (4) Your boss may have chil­dren at home who mis­be­have, dogs or cats or para­keets that need to go to the vet, dead­lines to meet, and/or boss­es of his or her own (some- times even bad ones) over­see­ing his or her work. (5) If your boss is oc­ca­sion­al­ly un­rea- son­able, try to keep in mind that it might have noth­ing to do with you. (6) He or she may be hav­ing a bad day for rea­sons no one else knows. (7) Of course if such be­hav- ior be­comes con­sis­tent­ly abu­sive, you’ll have to do some­thing about it—con­front the prob­lem or even quit. (8) But were all en­ti­tled to oc­ca­sion­al mood swings. 418. Which of the fol­low­ing num­bered parts con­tains a non­stan­dard use of a pro­noun? a. Part 3 b. Part 4 c. Part 7 d. Part 8 –PARA­GRAPH DE­VEL­OP­MENT– 80

419. Which of the fol­low­ing changes needs to be made to the above pas­sage? a. Part 5: Change un­rea­son­able to un­rea­son­ably. b. Part 7: Change the dash to a semi­colon. c. Part 8: Change were to we’re. d. Part 4: Change dead­lines to a dead­line. An­swer ques­tions 420 and 421 on the ba­sis of the fol­low­ing pas­sage. (1) Kwan­zaa is a hol­iday cel­ebrat­ed by many African Amer­icans from De­cem­ber 26th through Jan­uary 1st. (2) It pays trib­ute to the rich cul­tur­al roots of Amer­icans of African an­ces­try, and cel­ebrates fam­ily, com­mu­ni­ty, and cul­ture, Kwan­zaa means the first or the first fruits of the har­vest and is based on the an­cient African first-​fruit har­vest cel­ebra­tions. (3) The mod­ern hol- iday of Kwan­zaa was found­ed in 1966 by Dr. Maulana Karen­ga, a pro­fes­sor at Cali- for­nia State Uni­ver­si­ty in Long Beach, Cal- ifor­nia. (4) The sev­en-​day cel­ebra­tion en­cour­ages peo­ple to think about their African roots as well as their life in present day Amer­ica. 420. Which of the fol­low­ing sen­tences would be the best top­ic sen­tence for a sec­ond para­graph on the same sub­ject? a. The sev­en fun­da­men­tal prin­ci­ples on which Kwan­zaa is based are re­ferred to as the Ngu­zo Sa­ba. b. These rules con­sist of uni­ty, self- de­ter­mi­na­tion, col­lec­tive work and re­spon­si­bil­ity, co­op­er­ative eco­nomics, pur­pose, cre­ativ­ity, and faith. c. Each of its sev­en can­dles rep­re­sents a dis­tinct prin­ci­ple be­gin­ning with uni­ty, the cen­ter can­dle. d. Par­tic­ipants cel­ebrate by per­form­ing rit­uals such as light­ing the ki­nara. 421. Which of the fol­low­ing num­bered parts in the pas­sage con­tains a non­stan­dard sen­tence? a. Part 4 b. Part 3 c. Part 1 d. Part 2 An­swer ques­tions 422 and 423 on the ba­sis of the fol­low­ing pas­sage. (1) Be­gin­ning next month, City Tran­sit will in­sti­tute the Stop Here Pro­gram, who will be in ef­fect ev­ery night from 10:00 P.M. un­til 4:00 A.M. (2) The pro­gram will al­low driv- ers to stop the bus wher­ev­er a pas­sen­ger wish­es, as long as they deem it is safe to stop there. (3) This pro­gram will re­duce the amount of walk­ing that pas­sen­gers will have to do af­ter dark. (4) Pas­sen­gers may re­quest a stop any­where along the bus route by pulling the bell cord a block ahead. (5) Dur­ing the first two months of the pro- gram, when pas­sen­gers at­tempt to flag down a bus any­where but at a des­ig­nat­ed stop, the bus driv­er should pro­ceed to the next stop and wait for them to board the bus. (6) Then the driv­er should give the pas­sen­ger a brochure that ex­plains the Stop Here Pro­gram. –PARA­GRAPH DE­VEL­OP­MENT– 81

422. Which of the fol­low­ing ed­ito­ri­al changes in the above pas­sage would best help to clar­ify the in­for­ma­tion the para­graph in­tends to con­vey? a. Add a sen­tence be­tween Parts 4 and 5 ex­plain­ing that while the Stop Here Pro­gram al­lows pas­sen­gers to leave the bus at al­most any point, pas­sen­gers may board on­ly at des­ig­nat­ed stops. b. Delete Part 6. c. Add a sen­tence be­tween Parts 5 and 6 ex­plain­ing the safe­ty ad­van­tages for pas­sen­gers of flag­ging down bus­es at night. d. Re­verse the or­der of Parts 4 and 5. 423. Which of the fol­low­ing num­bered parts con­tains a non­stan­dard use of a pro­noun? a. Part 1 b. Part 2 c. Part 3 d. Part 5 An­swer ques­tions 424 and 425 on the ba­sis of the fol- low­ing pas­sage. (1) Last Oc­to­ber, a dis­as­trous wild­fire swept across por­tions of Charles­burg. (2) Five res­idents were killed, 320 homes de­stroyed, and 19,500 acres burned. (3) A pub­lic safe­ty task force was formed to re­view emer­gen­cy choice. (4) The task force find­ings were as fol­lows. (5) The wa­ter sup­ply in the res­iden­tial ar­eas was in­suf­fi­cient, some hy­drants could not even be opened. (6) The task force rec- om­mend­ed a re­view of hy­drant in­spec­tion pol­icy. (7) The fire com­pa­nies that re­spond­ed had dif­fi­cul­ty lo­cat­ing spe­cif­ic sites. (8) Most com­pa­nies came from oth­er ar­eas and were not fa­mil­iar with Miller Point. (9) The avail­able maps were out­dat­ed and did not re­flect re­cent hous­ing de­vel­op­ments. (10) Evac­ua­tion pro­ce­dures were in­ad­equate. (11) Res­idents re­port­ed be­ing giv­en con­flict­ing and/or con­fus­ing in­for- ma­tion. (12) Some res­idents of the Hill­top Es­tates sub­di­vi­sion ig­nored manda­to­ry evac­ua­tion or­ders, yet oth­ers were praised for their co­op­er­ation. 424. Which of the fol­low­ing num­bered parts con­tains a non­stan­dard sen­tence? a. Part 7 b. Part 5 c. Part 3 d. Part 12 425. Which of the fol­low­ing changes needs to be made to the pas­sage? a. Part 12: Change were to we’re. b. Part 12: In­sert a com­ma af­ter oth­ers. c. Part 2: Re­move the com­ma af­ter killed. d. Part 4: Re­place the semi­colon with a colon. SET 39 (An­swers be­gin on page 128.) An­swer ques­tions 426–428 on the ba­sis of the fol­low­ing pas­sage. (1) In 1519, Her­nan­do cortez led his army of Span­ish Con­quis­ta­dors in­to Mex­ico. (2) Equipped with hors­es, shin­ing ar­mor, and the most ad­vanced weapons of the six- teenth cen­tu­ry, he fought his way from the flat coastal area in­to the moun­tain­ous high- lands. (3) Cortez was look­ing for gold, and he were sure that In­di­an groups in Mex­ico had mined large amounts of the pre­cious met­al. (4) First, he con­quered the groups and then seized their pre­cious gold us­ing very or­ga­nized meth­ods. –PARA­GRAPH DE­VEL­OP­MENT– 82

426. Which of the un­der­lined words in the pas­sage could be re­placed with a more pre­cise verb? a. was look­ing b. equipped c. con­quered d. seized 427. Which of the fol­low­ing sen­tences us­es the verb in­cor­rect­ly? a. Part 1 b. Part 2 c. Part 3 d. Part 4 428. Which of the fol­low­ing changes needs to be made to the pas­sage? a. Part 1: Cap­ital­ize the c in Cortez. b. Part 2: Delete the com­ma af­ter hors­es. c. Part 3: In­sert a com­ma af­ter groups. d. Part 4: Place a semi­colon af­ter groups. An­swer ques­tions 429 and 430 on the ba­sis of the fol- low­ing pas­sage. (1) Charles Dar­win was born in 1809 at Shrews­bury Eng­land. (2) He was a bi­ol­ogist whose fa­mous the­ory of evo­lu­tion is im­por­tant to phi­los­ophy for the ef­fects it has had about the na­ture of man. (3) Af­ter many years of care­ful study, Dar­win at­tempt­ed to show that high­er species had come in­to ex­is­tence as a re­sult of the grad- ual trans­for­ma­tion of low­er species; and that the pro­cess of trans­for­ma­tion could be ex­plained through the se­lec­tive ef­fect of the nat­ural en­vi­ron­ment up­on or­gan­isms. (4) He con­clud­ed that the prin­ci­ples of nat- ural se­lec­tion and sur­vival of the fittest gov- ern all life. (5) Dar­win’s ex­pla­na­tion of these prin­ci­ples is that be­cause of the food sup­ply prob­lem, the young born to any species com­pete for sur­vival. (6) Those young that sur­vive to pro­duce the next gen- er­ation tend to em­body fa­vor­able nat­ural changes which are then passed on by hered- ity. (7) His ma­jor work that con­tained these the­ories is On the Ori­gin of the Species writ- ten in 1859. Many re­li­gious op­po­nents con- demned this work. 429. Which of the fol­low­ing cor­rec­tions should be made in punc­tu­ation? a. Part 1: In­sert a com­ma af­ter Shrews­bury. b. Part 2: In­sert quo­ta­tion marks around na­ture of man. c. Part 3: Delete the com­ma af­ter study. d. Part 4: In­sert a com­ma be­fore and. 430. In Part 7, On the Ori­gin of Species is ital­icized be­cause it is a. a short sto­ry. b. the ti­tle of a book. c. name of the au­thor. d. copy­right­ed. –PARA­GRAPH DE­VEL­OP­MENT– 83

An­swer ques­tions 431 and 432 on the ba­sis of the fol­low­ing pas­sage. (1) Theodore Roo­sevelt were born with asth­ma and poor eye­sight. (2) Yet this sick­ly child lat­er won fame as a po­lit­ical lead­er, Rough Rid­er, and hero of the com­mon peo- ple. (3) To con­quer his hand­icaps, Ted­dy trained in a gym and be­came a lightweight box­er at Har­vard. (4) Out west, he hunt­ed buf­fa­lo and ran a cat­tle ranch. (5) He was civ­il ser­vice re­former in the east and al­so a po­lice com­mis­sion­er. (6) He be­came Pres- ident McKin­ley’s As­sis­tant Navy Sec­re­tary dur­ing the Span­ish-​Amer­ican War. (7) Al­so, he led a charge of cav­al­ry Rough Rid- ers up San Juan Hill in Cu­ba. (8) Af­ter achiev­ing fame, he be­came Gov­er­nor of New York and went on to be­come the Vice- Pres­ident. 431. Which of the fol­low­ing sen­tences rep­re­sents the best re­vi­sion of Part 5? a. Back east he be­came a civ­il ser­vice re­former and po­lice com­mis­sion­er. b. A civ­il ser­vice re­former and po­lice com­mis­sion­er was part of his job in the east. c. A civ­il ser­vice re­former and po­lice com­mis­sion­er were parts of his job in the east. d. His jobs of civ­il ser­vice re­former and po­lice com­mis­sion­er were his jobs in the east. 432. Which of the fol­low­ing should be used in place of the un­der­lined verb in Part 1 of the pas­sage? a. will be b. are c. is d. was An­swer ques­tions 433–435 on the ba­sis of the fol­low­ing pas­sage. (1) Cut­tle­fish are very in­trigu­ing lit­tle ani- mals. (2) The cut­tle­fish re­sem­bles a rather large squid and is, like the oc­to­pus, a mem- ber of the or­der of cephalopods. (3) Al­though they are not con­sid­ered the most high­ly evolved of the cephalopods, cut­tle- fish are ex­treme­ly in­tel­li­gent. (4) _______. (5) While ob­serv­ing them, it is hard to tell who is do­ing the watch­ing, you or the cut- tle­fish. (6) Since the eye of the cut­tle­fish is very sim­ilar in struc­ture to the hu­man eye, cut­tle­fish can give you the im­pres­sion that you are look­ing in­to the eyes of a wiz­ard who has meta­mor­phosed him­self in­to a squid with very hu­man eyes. (7) Cut­tle­fish are al­so high­ly mo­bile and fast crea­tures. (8) They come equipped with a small jet lo­cat­ed just be­low the ten­ta­cles that can ex­pel wa­ter to help them move. (9) For nav­iga­tion, rib­bons of flex­ible fin on each side of the body al­low cut­tle­fish to hoover, move, stop, and start. –PARA­GRAPH DE­VEL­OP­MENT– 84

433. Which of the fol­low­ing sen­tences, if in­sert­ed in­to the blank num­bered 4, would be most con­sis­tent with the para­graph’s de­vel­op­ment and tone? a. Cu­ri­ous and friend­ly, cut­tle­fish tend, in the wild, to hov­er near a div­er so they can get a good look, and in cap­tiv­ity, when a re­searcher slips a hand in­to the tanks, cut­tle­fish tend to grasp it with their ten­ta­cles in a hearty but gen­tle hand­shake. b. The cut­tle­fish can be cooked and eat­en like its less ten­der rel­atives the squid and oc­to­pus, but must still be ten­der­ized be­fore cook­ing in or­der not to be ex­ceed­ing­ly chewy. c. Cut­tle­fish are hunt­ed as food not on­ly by many sea crea­tures, but al­so by peo­ple; they are de­li­cious when prop­er­ly cooked. d. Cut­tle­fish do not have an ex­oskele­ton; in­stead their skin is cov­ered with chro­mat­aphors. 434. Which of the fol­low­ing num­bered parts should be re­vised to re­duce its un­nec­es­sary rep­eti­tion? a. Part 2 b. Part 5 c. Part 6 d. Part 9 435. Which of the fol­low­ing changes should be made in the fi­nal sen­tence? a. Change For to If. b. Change al­low to al­lot. c. Change each to both. d. Change hoover to hov­er. SET 40 (An­swers be­gin on page 129.) An­swer ques­tions 436–438 on the ba­sis of the fol­low­ing pas­sage. (1) As soon as she sat down on the air­plane, Rachel al­most be­gan to re­gret telling the trav­el agent that she want­ed an ex­ot­ic and ro­man­tic va­ca­tion; af­ter sift­ing through a stack of brochures, the agent and her de­cid­ed the most ex­ot­ic va­ca­tion she could af­ford was a week in Rio. (2) As the plane hur­tled to­ward Rio de Janeiro, she read the in­for­ma­tion on Car­ni­val that was in the pock­et of the seat in front of hers. (3) The very def­ini­tion made her shiv­er: “from the Latin car­navale, mean­ing a farewell to the flesh.” (4) She was search­ing for ex­cite­ment, but had no in­ten­tion of bid­ding her skin good-​bye. (5) “Car­ni­val,” the brochure in­formed her, orig­inat­ed in Eu­rope in the Mid­dle Ages and served as a break from the re­quire­ments of dai­ly life and so­ci­ety. (6) Most of all, it al­lowed the hard-​work­ing and des­per­ate­ly poor serfs the op­por­tu­ni­ty to ridicule their wealthy and nor­mal­ly hu­mor­less mas­ters.” (7) Rachel, a mid­dle man­ag­er in a com­put­er firm, wasn’t en­tire­ly sure whether she was a serf or a mas­ter. (8) Should she be mak­ing fun, or would oth­ers be mock­ing her? (9) She was strange­ly re­lieved when the plane land­ed, as though her fate were de­cid­ed. 436. Which of the fol­low­ing changes needs to be made to the above pas­sage? a. Part 2: In­sert the be­fore Car­ni­val. b. Part 3: Ital­icize car­navale. c. Part 6: Ital­icize serfs. d. Part 9: Change were to was. –PARA­GRAPH DE­VEL­OP­MENT– 85

437. Which of the fol­low­ing num­bered parts con­tains a non­stan­dard use of a pro­noun? a. Part 1 b. Part 5 c. Part 7 d. Part 8 438. Which of the fol­low­ing changes needs to be made to Part 5 of the pas­sage? a. In­sert quo­ta­tion marks be­fore orig­inat­ed. b. Re­move the com­ma af­ter her. c. Re­move the quo­ta­tion marks af­ter Car­ni­val. d. In­sert quo­ta­tion marks af­ter so­ci­ety. An­swer ques­tions 439–441 on the ba­sis of the fol­low­ing pas­sage. (1) A metaphor is a po­et­ic de­vice that deals with com­par­ison. (2) It com­pares sim­ilar qual­ities of two dis­sim­ilar ob­jects. (3) With a sim­ple metaphor, one ob­ject be­comes the oth­er: Love is a rose. Al­though this doesn’t sound like a par­tic­ular­ly rich im­age, a metaphor can com­mu­ni­cate so much about a par­tic­ular im­age, that po­ets uti­lize them more than any oth­er type of fig­ura­tive lan­guage. (4) The rea­son for this is that a po­et com­pos­es po­et­ry to ex­press emo­tion­al ex­pe­ri­ences. (5) Suc­cinct­ly, what the po­et imag­ines love to be may or may not be our per­cep­tion of love. (6) There­fore, the po­et’s job is to en­able us to ex­pe­ri­ence it and feel it the same way. (7) You should be able to nod in agree­ment and say, “Yes, that’s it! (8) I un­der­stand pre­cise­ly where this guy is com­ing from.” 439. The tone of this pas­sage is very for­mal; the last sen­tence is not. Which of the fol­low­ing would be more con­sis­tent with the tone of the pas­sage? a. This guy is right on. b. I can re­late to the po­et’s ex­pe­ri­ence. c. I know this feel­ing. d. This po­em gets right to the point. 440. Which of the fol­low­ing num­bered parts con­tains a non­stan­dard use of a pro­noun? a. Part 3 b. Part 5 c. Part 6 d. Part 7 441. Which of the fol­low­ing ad­verbs should re­place the un­der­line word in Part 5 of the pas­sage? a. Con­se­quent­ly b. Nor­mal­ly c. Oc­ca­sion­al­ly d. Orig­inal­ly An­swer ques­tions 442–444 on the ba­sis of the fol­low­ing pas­sage. (1) Light pol­lu­tion a grow­ing prob­lem world­wide. (2) Like oth­er forms of pol­lu- tion, light pol­lu­tion de­grades the qual­ity of the en­vi­ron­ment. (3) Where once it was pos­si­ble to look up at the night sky and see thou­sands of twin­kling stars in the inky black­ness, one now sees lit­tle more than the yel­low glare of ur­ban sky glow. (4) When we lose the abil­ity to con­nect vi­su­al­ly with the vast­ness of the uni­verse by look­ing up at the night sky, we lose our con­nec­tion with some­thing pro­found­ly im­por­tant to the hu­man spir­it, my sense of won­der. –PARA­GRAPH DE­VEL­OP­MENT– 86

442. Which of the end­ings to the fol­low­ing sen­tence would be the best con­clud­ing sen­tence for this pas­sage? The most se­ri­ous dam­age done by light pol­lu­tion is to our a. artis­tic ap­pre­ci­ation. b. sense of phys­ical well-​be­ing. c. spir­itu­al selves. d. cul­tur­al ad­vance­ment. 443. Which of the fol­low­ing changes needs to be made to Part 4 of the pas­sage? a. Change we to you. b. Change my to our. c. Change we to I. d. Change my to his. 444. Which of the fol­low­ing num­bered parts con­tains a non­stan­dard sen­tence? a. Part 1 b. Part 2 c. Part 3 d. Part 4 SET 41 (An­swers be­gin on page 130.) An­swer ques­tions 445–447 on the ba­sis of the fol­low­ing pas­sage. (1) Typ­ical­ly peo­ple think of ge­nius, whether it man­ifests in Mozart com­pos­ing sym­phonies at age five or Ein­stein’s dis­cov- ery of rel­ativ­ity, as hav­ing qual­ity not just of the di­vine, but al­so of the ec­cen­tric. (2) Peo­ple see ge­nius as a “good” ab­nor­mal­ity; more­over, they think of ge­nius as a com- plete­ly un­pre­dictable ab­nor­mal­ity. (3) Un­til re­cent­ly, psy­chol­ogists re­gard­ed the quirks of ge­nius as too er­rat­ic to de­scribe in­tel­li- gibly; how­ev­er, An­na Find­ley’s ground- break­ing study un­cov­ers pre­dictable pat­terns in the bi­ogra­phies of ge­nius­es. (4) De­spite the reg­ular­ity of these pat­terns, they could still sup­port the com­mon be­lief that there is a kind of su­per­nat­ural in­ter- ven­tion in the lives of un­usu­al­ly tal­ent­ed men and wom­en. (5) ________. (6) For ex­am­ple, Find­ley shows that all ge­nius­es ex­pe­ri­ence three in­tense­ly pro­duc­tive peri- ods in their lives, one of which al­ways oc­curs short­ly be­fore their deaths; this is true whether the ge­nius lives to nine­teen or nine­ty. 445. Which of the fol­low­ing sen­tences, if in­sert­ed in the blank num­bered Part 5, would best fo­cus the main idea of the pas­sage? a. These pat­terns are nor­mal in the lives of all ge­nius­es. b. Eeri­ly, the pat­terns them­selves seem to be de­ter­mined by pre­des­ti­na­tion rather than mun­dane habit. c. No mat­ter how much sci­en­tif­ic ev­idence the gen­er­al pub­lic is pre­sent­ed with, peo­ple still like to think of ge­nius as un­ex­plain­able. d. Since peo­ple think of ge­nius as a “good” ab­nor­mal­ity, they do not re­al­ly care what caus­es it. 446. Which of the fol­low­ing changes needs to be made to the pas­sage? a. Part 1: Change Mozart to Mozart’s. b. Part 3: Change too to to. c. Part 4: Change there to their. d. Part 6: Change ge­nius­es to ge­nius­es’. 447. Which of the fol­low­ing num­bered parts con­tains a non­stan­dard use of a pro­noun? a. Part 2 b. Part 3 c. Part 4 d. Part 6 –PARA­GRAPH DE­VEL­OP­MENT– 87

An­swer ques­tions 448–450 on the ba­sis of the fol­low­ing pas­sage. (1) The En­glish-​lan­guage pre­miere of Samuel Beck­ett’s play Wait­ing for Godot took place in Lon­don in Au­gust 1955. (2) Godot is an avant-​garde play with on­ly five char­ac­ters (not in­clud­ing Mr. Godot, who nev­er ar­rives) and a min­imal set­ting—one rock and one bare tree. (3) The play has two acts, the sec­ond act re­peat­ing what lit- tle ac­tion oc­curs in the first with few changes: the tree, for in­stance, ac­quires one leaf. (4) Fa­mous­ly, the crit­ic Vi­vian Mer­cer has de­scribed Godot as “a play in which noth­ing hap­pens twice.” (5) Open­ing night crit­ics and play­go­ers, greet­ed the play with baf­fle­ment and de­ri­sion. (6) Beck­ett’s play man­aged to free the the­ater from the grasp of de­tailed nat­ural­ism. (7) The line, “Noth- ing hap­pens, no­body comes, no­body goes. It’s aw­ful,” was met by a loud re­join­der of “Hear! Hear!” from an au­di­ence mem­ber. (8) De­spite the bad no­tices, di­rec­tor Pe­ter Hall be­lieved so pas­sion­ate­ly in the play that his fer­vor con­vinced the back­ers to re­frain from clos­ing the play at least un­til the Sun­day re­views were pub­lished. (9) Harold Hob­son’s re­view in The Sun­day Times man­aged to save the play, for Hob­son had the vi­sion to rec­og­nize the play for what his­to­ry has proven it to be—a rev­olu- tionary mo­ment in the­ater. 448. Which of the fol­low­ing ed­ito­ri­al changes should be made in or­der to im­prove the fo­cus and flow of the pas­sage? a. Re­verse the or­der of Parts 6 and 7. b. Part 3: Re­move the phrase, the tree, for in­stance, ac­quires one leaf. c. Re­move Part 9. d. Re­move Part 6. 449. Which of the fol­low­ing changes needs to be made to the pas­sage? a. Part 2: Ital­icize “Mr. Godot.” b. Part 2: Do not ital­icize “Godot.” c. Part 4: Ital­icize “Godot.” d. Part 9: Do not ital­icize “The Sun­day Times.” 450. From which of the fol­low­ing num­bered parts should a com­ma be re­moved? a. Part 3 b. Part 4 c. Part 5 d. Part 9 An­swer ques­tions 451–452 on the ba­sis of the fol­low­ing pas­sage. (1) The Wood­stock Mu­sic and Art Fair— bet­ter known to its par­tic­ipants and to his- to­ry sim­ply as “Wood­stock”—should have been a colos­sal fail­ure. (2) Just a month pri­or to its Au­gust 15, 1969 open­ing the fair’s or­ga­niz­ers were in­formed by the coun­cil of Wal­lkill, New York, that per- mis­sion to hold the fes­ti­val was with­drawn. (3) Amaz­ing­ly, not on­ly was a new site found, but word got out to the pub­lic of the fair’s new lo­ca­tion. (4) At the new site, fences that were sup­posed to fa­cil­itate tick­et col­lec­tion nev­er ma­te­ri­al­ized, all at­tempts at gath­er­ing tick­ets were aban- doned. (5) Crowd es­ti­mates of 30,000 kept ris­ing; by the end of the three days, some es­ti­mat­ed the crowd at 500,000. (6) And then, on open­ing night, it be­gan to rain. (7) Off and on, through­out all three days, huge sum­mer storms rolled over the gath- er­ing. (8) In spite of these prob­lems, most peo­ple think of Wood­stock not on­ly as a fond mem­ory but as the defin­ing mo­ment for an en­tire gen­er­ation. –PARA­GRAPH DE­VEL­OP­MENT– 88

451. In which of the fol­low­ing num­bered parts should a com­ma be in­sert­ed? a. Part 1 b. Part 2 c. Part 3 d. Part 4 452. Which of the fol­low­ing sen­tences is a run-​on? a. Part 1 b. Part 2 c. Part 3 d. Part 4 An­swer ques­tions 453–455 on the ba­sis of the fol­low­ing pas­sage. (1) Whether or not you can ac­com­plish a spe­cif­ic goal or meet a spe­cif­ic dead­line de­pends first on how much time you need to get the job done. (2) What should you do when the de­mands of the job pre­cede the time you have avail­able. (3) The best ap­proach is to cor­rect­ly di­vide the project in­to small­er pieces. (4) Dif­fer­ent goals will have to be di­vid­ed in dif­fer­ent ways, but one seem­ing­ly un­re­al­is­tic goal can of­ten be ac­com­plished by work­ing on sev­er­al small­er, more rea­son­able goals. 453. Which of the fol­low­ing sen­tences has an er­ror in the verb in­fini­tive? a. Part 1 b. Part 2 c. Part 3 d. Part 4 454. Which of the fol­low­ing words should re­place the un­der­lined word in Part 2 of the pas­sage? a. ex­ceed b. suc­ceed c. su­percede d. pro­ceed 455. Which of the fol­low­ing sen­tences in the pas­sage needs a ques­tion mark? a. Part 1 b. Part 2 c. Part 3 d. Part 4 SET 42 (An­swers be­gin on page 131.) An­swer ques­tions 456 and 457 on the ba­sis of the fol­low­ing pas­sage. (1) The Com­pet­itive Civ­il Ser­vice sys­tem is de­signed to give can­di­dates fair and equal treat­ment and en­sure that fed­er­al ap­pli- cants are hired based on ob­jec­tive cri­te­ria. (2) Hir­ing has to be based sole­ly on a can- di­date’s knowl­edge, skills, and abil­ities (which you’ll some­times see ab­bre­vi­at­ed as KSA), and not on ex­ter­nal fac­tors such as race, re­li­gion, sex, and so on. (3) Where­as em­ploy­ers in the pri­vate sec­tor can hire em­ploy­ees for sub­jec­tive rea­sons, fed­er­al em­ploy­ers must be able to jus­ti­fy his de­ci- sion with ob­jec­tive ev­idence that the can- di­date is qual­ified. 456. Which of the fol­low­ing sen­tences lacks par­al­lelism? a. Part 1 b. Parts 2 c. Part 3 d. Parts 2 and 3 457. Which of the fol­low­ing sen­tences has an er­ror in pro­noun agree­ment? a. Part 1 b. Part 2 c. Part 3 d. Parts 2 and 3 –PARA­GRAPH DE­VEL­OP­MENT– 89

An­swer ques­tions 458 and 459 on the ba­sis of the fol­low­ing pas­sage. (1) A light rain was falling. (2) He drove home by his usu­al route. (3) It was a drive he had tak­en a thou­sand times; still, he did not know why, as he passed the park near their home, he should so sud­den­ly and vivid­ly pic­ture the small pond that lay at the cen­ter of it. (4) In win­ter, this pond was frozen over, and he had tak­en his daugh­ter Abi­gail there when she was small and tried to teach her how to skate. (5) She hadn’t been able to catch on, and so af­ter two or three lessons Abi­gail and him had giv­en up the idea. (6) Now there came in­to his mind an im­age of such clar­ity it caused him to draw in his breath sharply; an im­age of Abi- gail glid­ing to­ward him on her new Christ- mas skates, go­ing much faster than she should have been. 458. Which of the fol­low­ing changes needs to be made to the pas­sage? a. Part 3: Change the semi­colon to a com­ma. b. Part 4: Re­move the word and. c. Part 5: Change the com­ma to a semi­colon. d. Part 6: Change the semi­colon to a colon. 459. Which of the fol­low­ing changes needs to be made to the pas­sage? a. Part 3: Re­place their with there. b. Part 4: Re­move the com­ma af­ter over. c. Part 5: Change him to he. d. Part 6: Re­place Christ­mas with Christ­mas’. An­swer ques­tions 460–462 on the ba­sis of the fol- low­ing pas­sage. (1) For years, Mt. Desert Is­land, par­tic­ular­ly its ma­jor set­tle­ment, Bar Har­bor, af­ford­ed sum­mer homes for the wealthy. (2) Fi­nal­ly though, Bar Har­bor has be­come a bur­geon­ing arts com­mu­ni­ty as well. (3) But, the best part of the is­land is the un­spoiled for­est land known as Aca­dia Na­tion­al Park. (4) Since the is­land sits on the bound­ary line be­tween the tem­per­ate and sub-​Arc­tic zones the is­land sup­ports the flo­ra and fau­na of both zones as well as beach, in­land, and alpine plants. (5) Lies in a ma­jor bird mi­gra­tion lane and is a rest­ing spot for many birds. (6) The es­tab­lish­ment of Aca­dia Na­tion­al Park in 1916 means that this nat­ural mon­ument will be pre­served and that it will be avail­able to all peo­ple, not just the wealthy. (7) Vis­itors to Aca­dia may re­ceive na­ture in­struc­tion from the park nat­ural­ists as well as en­joy camp­ing, hik­ing, cy­cling, and boat­ing. (8) Or they may choose to spend time at the arche­olog­ical mu­se­um learn­ing about the Stone Age in­hab­itants of the is­land. 460. Which of the fol­low­ing sen­tences is a sen­tence frag­ment? a. Part 2 b. Part 3 c. Part 4 d. Part 5 461. Which of the fol­low­ing ad­verbs should re­place the words Fi­nal­ly though in Part 2? a. Sud­den­ly b. Con­cur­rent­ly c. Si­mul­ta­ne­ous­ly d. Re­cent­ly 462. Which of the fol­low­ing changes needs to be made to Part 4? a. In­sert a com­ma af­ter the word zones. b. Delete the word Since at the be­gin­ning of the sen­tence. c. Delete the com­ma af­ter the word in­land. d. Add a ques­tion mark at the end of the sen­tence. –PARA­GRAPH DE­VEL­OP­MENT– 90

An­swer ques­tions 463 and 464 on the ba­sis of the fol­low­ing pas­sage. (1) A smoke de­tec­tor should be placed on each floor lev­el of a home and out­side each sleep­ing area. (2) A good site for a de­tec­tor would be a hall­way that runs be­tween liv­ing spaces and bed­rooms. (3) Be­cause of the “dead” air space that might be missed by tur­bu­lent hot air bounc­ing around above a fire, smoke de­tec- tors should be in­stalled ei­ther at the ceil­ing at least four inch­es from the near­est wall, or high on a wall at least four, but no fur­ther than twelve, inch­es from the ceil­ing. (4) De­tec­tors should not be mount­ed near win­dows, ex­te­ri­or doors, or oth­er places where drafts might di­rect the smoke away from the unit. (5) Al­so, it should not be placed in kitchens and garages, where cook- ing and gas fumes are like­ly to set off false alarms. 463. Which of the fol­low­ing num­bered parts con­tains a non­stan­dard use of a prepo­si­tion? a. Part 1 b. Part 3 c. Part 4 d. Part 5 464. In which of the fol­low­ing num­bered parts should a pro­noun be re­placed with a dif­fer­ent pro­noun? a. Part 1 b. Part 2 c. Part 3 d. Part 5 An­swer ques­tions 465–467 on the ba­sis of the fol­low­ing pas­sage. (1) Heat ex­haus­tion, gen­er­al­ly char­ac­ter- ized by clam­my skin, fa­tigue, nau­sea, dizzi- ness, pro­fuse per­spi­ra­tion, and some­times faint­ing, re­sult­ing from an in­ad­equate in­take of wa­ter and the loss of flu­ids. (2) First aid treat­ment for this con­di­tion in­cludes hav­ing the vic­tim lie down, rais­ing the feet 8 to 12 inch­es, ap­ply­ing cool, wet cloths to the skin, and giv­ing the vic­tim sips of salt wa­ter (1 tea­spoon per glass, half a glass ev­ery 15 min­utes) over the pe­ri­od of an hour. (3) ________. (4) Heat stroke is much more seri- ous; it is an im­me­di­ate life-​threat­en­ing con- di­tion. (5) The char­ac­ter­is­tics of heat stroke are a high body tem­per­ature (which may reach 106° F or more); a rapid pulse; hot, dry skin; and a blocked sweat­ing mecha- nism. (6) Vic­tims of this con­di­tion may be un­con­scious, and first aid mea­sures should be di­rect­ed at cool­ing the body quick­ly. (7) Heat stroke of­ten oc­curs among poor peo­ple in ur­ban ar­eas. (8) The vic­tim should be placed in a tub of cold wa­ter or re­peat­ed­ly sponged with cool wa­ter un­til his or her tem­per­ature is low­ered suf­fi- cient­ly. (9) Fans or air con­di­tion­ers will al­so help with the cool­ing pro­cess. (10) Care should be tak­en, how­ev­er, not to chill the vic­tim too much once his or her tem- per­ature is be­low 102° F. –PARA­GRAPH DE­VEL­OP­MENT– 91

465. Which of the fol­low­ing sen­tences, if in­sert­ed in­to the blank num­bered Part 3 in the pas­sage, would best aid the tran­si­tion of thought be­tween the first and sec­ond para­graphs? a. Heat ex­haus­tion is a rel­ative­ly un­usu­al con­di­tion in north­ern cli­mates. b. The typ­ical vic­tims of heat stroke are the poor and el­der­ly who can­not af­ford air con­di­tion­ing even on the hottest days of sum­mer. c. Heat ex­haus­tion is nev­er fa­tal, al­though it can cause dam­age to in­ter­nal or­gans if it strikes an el­der­ly vic­tim. d. Air con­di­tion­ing units, elec­tric fans, and cool baths can low­er the num­bers of peo­ple who suf­fer heat stroke each year in the Unit­ed States. 466. Which of the fol­low­ing num­bered parts draws at­ten­tion away from the main idea of the sec­ond para­graph of the pas­sage? a. Part 6 b. Part 7 c. Part 8 d. Part 10 467. Which of the fol­low­ing num­bered parts con­tains a non­stan­dard sen­tence? a. Part 1 b. Part 3 c. Part 5 d. Part 8 SET 43 (An­swers be­gin on page 132.) An­swer ques­tions 468 and 469 on the ba­sis of the fol­low­ing pas­sage. (1) To test for car­bon monox­ide (CO) con- tam­ina­tion, me­ters must be held head high. (2) Ap­pli­ances should be op­er­at­ing for five to ten min­utes be­fore test­ing, a check must be made near all gas ap­pli­ances and vents. (3) If vents are work­ing prop­er­ly, no CO emis­sions will en­ter the struc­ture. (4) If the me­ters reg­is­ter un­safe lev- els—above 10 parts per mil­lion (ppm)—all oc­cu­pants should be evac­uat­ed and the source of the con­tam­ina­tion in­ves­ti­gat­ed. (5) Oc­cu­pants should be in­ter­viewed to as­cer­tain the lo­ca­tion of the CO de­tec­tor (if any), the length of time the alarm has sound­ed, what the oc­cu­pants been do­ing at the time of the alarm, and what elec­tri­cal ap­pli­ances were func­tion­ing. (6) Oc­cu­pants should not re-​en­ter the premis­es un­til the en­vi­ron­ment is deemed safe. 468. Which of the fol­low­ing num­bered parts con­tains a non­stan­dard verb form? a. Part 2 b. Part 3 c. Part 5 d. Part 6 469. Which of the fol­low­ing num­bered parts con­tains a non­stan­dard sen­tence? a. Part 2 b. Part 4 c. Part 5 d. Part 6 –PARA­GRAPH DE­VEL­OP­MENT– 92

An­swer ques­tions 470 and 471 on the ba­sis of the fol­low­ing pas­sage. (1) Glaciers con­sist of fall­en snow that com- press­es over many years in­to large, thick- ened ice mass­es. (2) Most of the world’s glacial ice is found in Antarc­ti­ca and Green- land glaciers are found on near­ly ev­ery con- tinent, even Africa. (3) Present­ly, 10% of land area is cov­ered with glaciers. (4) Glacial ice of­ten ap­pears blue be­cause ice ab­sorbs all oth­er col­ors but re­flects blue. (5) Al­most 90% of an ice­berg is be­low wa­ter; on­ly about 10% shows above wa­ter. (6) What makes glaciers unique is their abil­ity to move? (7) Due to sheer mass, glaciers flow like very slow rivers. (8) Some glaciers are as small as foot­ball fields, while oth­ers grow to be over a hun­dred kilo­me­ters long. 470. Which of the fol­low­ing sen­tences is a run-​on sen­tence? a. Part 1 b. Part 2 c. Part 3 d. Part 4 471. Which of the fol­low­ing sen­tences con­tains an er­ror in punc­tu­ation? a. Part 3 b. Part 4 c. Part 5 d. Part 6 An­swer ques­tion 472 on the ba­sis of the fol­low­ing short de­scrip­tion. (1) Her­bert was en­joy­ing the cool, bright fall af­ter­noon. (2) Walk­ing down the street, red and yel­low leaves crunched sat­is­fy­ing­ly un­der his new school shoes. 472. Which of the fol­low­ing is the best re­vi­sion of the de­scrip­tion? a. Her­bert was en­joy­ing the cool bright fall af­ter­noon. Walk­ing down the street red and yel­low leaves crunched sat­is­fy­ing­ly un­der his new school shoes. b. Her­bert was en­joy­ing the cool, bright fall af­ter­noon. He was walk­ing down the street, red and yel­low leaves crunched sat­is­fy­ing­ly un­der his new school shoes. c. Her­bert was en­joy­ing the cool, bright fall af­ter­noon. Walk­ing down the street, he crunched red and yel­low leaves sat­is­fy­ing­ly un­der his new school shoes. d. Her­bert was en­joy­ing the cool, bright fall af­ter­noon. Walk­ing down the street, red and yel­low leaves were crunched sat­is­fy­ing­ly un­der his new school shoes. –PARA­GRAPH DE­VEL­OP­MENT– 93

An­swer ques­tions 473–475 on the ba­sis of the fol­low­ing pas­sage. (1) The build­ing in which Howard Davis was to teach his un­der­grad­uate evening course, In­ter­pre­ta­tion of Po­et­ry, was Ren- wick Hall, the Gen­er­al Sci­ences Build­ing. (2) Markham Hall, which housed the Eng- lish De­part­ment of­fices and class­rooms, was to be closed all sum­mer for ren­ova­tion. (3) Howard’s class­room was in the base­ment. (4) The shad­owy cor­ri­dor that led back to it was lined with glass cas­es con­tain­ing ex­hibits whose ti­tles read, Small Mam­mals of North Amer­ica, Birds of the Cen­tral Unit­ed States, and Rep­tiles of the Desert South­west. (5) The dusty speci- mens perched on lit­tle stands; their tiny claws gripped the smooth wood ner­vous­ly. (6) A type­writ­ten card, yel­low with age, bear­ing the name of its genus and species. (7) The class­room it­self was out­fit­ted with a stain­less steel sink, and be­hind the lectern loomed a dark-​wood cab­inet through whose glass doors one could see rows of jars, each hold­ing what ap­peared to be an an­imal em­bryo float­ing in a murky liq­uid. (8) The class­room wreaked of formalde­hyde. 473. Which of the fol­low­ing sen­tences, if in­sert­ed be­tween Parts 6 and 7, would best fit the au­thor’s pat­tern of de­vel­op­ment in the sec­ond para­graph of the above pas­sage? a. Howard would be teach­ing By­ron, Shel­ley, and Keats this term. b. In the dis­play case op­po­site Howard’s class­room, a pock­et go­pher reared up on its hind legs, star­ing glassy-​eyed in­to the open door­way. c. Al­though Markham was at least twen­ty-​five years younger than Ren­wick, the ad­mi­nis- tra­tion had cho­sen to ren­ovate it rather than the ag­ing, crum­bling sci­ence build­ing. d. Genus and species are tax­onom­ic cat­egories. 474. Which of the fol­low­ing num­bered parts con­tains a non­stan­dard sen­tence? a. Part 1 b. Part 2 c. Part 6 d. Part 7 475. Which of the un­der­lined words in the para­graph needs to be re­placed with its homonym? a. led b. their c. read d. wreaked –PARA­GRAPH DE­VEL­OP­MENT– 94

T he sets in this fi­nal sec­tion pro­vide 26 es­say-​writ­ing top­ics. These top­ics are rep­re­sen­ta­tive of the kinds of writ­ing prompts that you might find on an es­say-​writ­ing test. As you plan and write prac­tice es­says, first choose the top­ics that are of in­ter­est to you or the top­ics that you know some­thing about. When you be­gin to feel com­fort­able writ­ing a 30-minute es­say on a fa­mil­iar sub­ject, try writ­ing about the top­ics that are less fa­mil­iar—just to stretch your writ­ing com­fort zone. Start­ing on page 132 of this book, in the An­swers sec­tion, you will find a Scor­ing Guide. This guide shows a 6-point scale, with 6 be­ing an ex­cel­lent es­say and 1 be­ing a poor es­say. Guides like these are of­ten used by teach- ers and eval­ua­tors of stan­dard­ized writ­ing tests to score your es­say. You can use this guide to eval­uate your own es­says, or you can give the guide and your es­say to a friend or teach­er for com­ments. Of­ten, a third par­ty is much bet­ter at eval­uat­ing your writ­ing than you are, your­self. Al­so in the An­swers sec­tion, you will find sam­ple es­says for the first six top­ics in this sec­tion (Sets 44–46). These es­says will show you how the scor­ing guide is used to eval­uate par­tic­ular es­says. Gen­er­al­ly, you should try for a score of 4 or above for your es­says. If your es­say falls be­low a score of 4, re­vise your work to see if you can raise it to a 5- or a 6-lev­el es­say, and show the new ver­sion to your eval­ua­tor. SEC­TION Es­say Ques­tions 6 95

SET 44 (Scor­ing guide on pages 132–133, sam­ple es­says start on page 133.) Care­ful­ly read the es­say-​writ­ing top­ics that fol­low. Choose one top­ic on which to write. Then, plan and write an es­say that ad­dress­es all points in the top­ic you have cho­sen. 476. Should pub­lic school stu­dents be re­quired to wear uni­forms? Sup­port­ers ar­gue that, among oth­er things, uni­forms im­prove dis­ci­pline and build a strong sense of com­mu­ni­ty and iden­ti­ty. On the oth­er hand, op­po­nents be­lieve that uni­forms lim­it stu­dents’ free­dom of ex­pres­sion and their de­vel­op­ment as in­di­vid­uals. Write an es­say in which you take a po­si­tion on whether or not pub­lic school stu­dents should be re­quired to wear uni­forms to school. Be sure to sup­port your po­si­tion with log­ical ar­gu­ments and spe­cif­ic ex­am­ples. 477. Re­cent­ly, Amer­ican stu­dents are said to have fall­en be­hind in the sci­ences, and some ed­uca­tors be­lieve it is be­cause Amer­ican teach­ers are con­duct­ing sci­ence class­es in­ef­fec­tive­ly. Write an es­say in which you sug­gest ways sci­ence class­es could be con­duct­ed so as to more ef­fec­tive­ly chal­lenge high school and col­lege stu­dents. SET 45 (Scor­ing guide on pages 132–133, sam­ple es­says start on page 136.) Make sure that your es­says are well or­ga­nized and that you sup­port each cen­tral ar­gu­ment with con­crete ex­am­ples. Al­low about 30 min­utes for each es­say. 478. In a re­view of Don DeLil­lo’s nov­el White Noise, Jayne Anne Phillips writes that the char­ac­ters are peo­ple “sleep­walk­ing through a world where ‘Coke is It!’ and the TV is al­ways on.” On the oth­er hand, tele­vi­sion is said by some to have brought the world to peo­ple who would not have seen much of it oth­er­wise. It has made pos­si­ble a “glob­al vil­lage.” Write an es­say in which you ex­press your opin­ion of the ef­fect of tele­vi­sion on in­di­vid­uals or on na­tions. In­clude spe­cif­ic de­tails from per­son­al ex­pe­ri­ence to back up your as­ser­tions. 479. Bob May­nard has said that “Prob­lems are op­por­tu­ni­ties in dis­guise.” Write an es­say de­scrib­ing a time in your life when a prob­lem be­came an op­por­tu­ni­ty. How did you trans­form the sit­ua­tion? Ex­plain what you did to turn the prob­lem in­to an op­por­tu­ni­ty, and ex­plain how oth­ers can ben­efit from your ex­pe­ri­ence. –ES­SAY QUES­TIONS– 96

SET 46 (Scor­ing guide on pages 132–133, sam­ple es­says start on page 139.) When you write an es­say un­der test­ing con­di­tions, you should plan on us­ing about the first one-​fourth to one- third of the time you are al­lot­ted just for plan­ning. Jot down notes about what you want to say about the top­ic, and then find a good way to or­ga­nize your ideas. 480. In his play, The Ad­mirable Crighton, J.M. Bar­rie wrote, “Courage is the thing. All goes if courage goes.” Write an es­say about a time in your life when you had the courage to do some­thing, face some­thing dif­fi­cult, or when you feel you fell short. What did you learn from the ex­pe­ri­ence? 481. Some peo­ple say that writ­ing can’t be taught. Ed­uca­tors de­bate the sub­ject ev­ery day, while the teach­ers in the trench­es keep try­ing. Write an es­say in which you take a po­si­tion about the mat­ter. You may dis­cuss any kind of writ­ing, from ba­sic com­po­si­tion to fic­tion. Be sure to back up your opin­ion with con­crete ex­am­ples and spe­cif­ic de­tails. SET 47 (Scor­ing guide on pages 132–133.) The most im­por­tant step in writ­ing an es­say is to read the top­ic care­ful­ly. Make sure you un­der­stand the ques­tion. If you have a choice of top­ics, choose the one you un­der­stand ful­ly. 482. Dorothy Fos­dick once said, “Fear is a ba­sic emo­tion, part of our na­tive equip­ment, and like all nor­mal emo­tions has a pos­itive func­tion to per­form. Com­fort­ing for­mu­las for get­ting rid of anx­iety may be just the wrong thing. Books about peace of mind can be bad medicine. To be afraid when one should be afraid is good sense.” Write an es­say in which you ex­press your agree­ment or dis­agree­ment with Fos­dick’s as­ser­tion. Sup­port your opin­ion with spe­cif­ic ex­am­ples. 483. In the past sev­er­al years, many state gov­ern­ments have per­mit­ted gam­bling by ac­tu­al­ly spon­sor­ing lot­ter­ies, to in­crease state rev­enues and keep tax­es down. Pro­po­nents of gam­bling praise the huge rev­enues gam­bling gen­er­ates. Op­po­nents counter that gam­bling hurts those who can least af­ford it, and in­creased avail­abil­ity of gam­blers leads to an in­crease in the num­ber of gam­blers who need treat­ment. Write an es­say in which you take a po­si­tion on the is­sue of state-​spon­sored gam­bling. Be sure to sup­port your view with log­ical ar­gu­ments and spe­cif­ic ex­am­ples. –ES­SAY QUES­TIONS– 97

SET 48 (Scor­ing guide on pages 132–133.) Take just 30 min­utes to plan and write your es­say. This is good prac­tice for writ­ing un­der timed con­di­tions, as you have to do in a test. 484. The West­ern view of hu­man rights pro­motes in­di­vid­ual rights. The East­ern view ar­gues that the good of the whole coun­try or peo­ple is more im­por­tant than the rights of in­di­vid­uals. Write an es­say in which you take a po­si­tion on this de­bate. The West­ern view would be that in­di­vid­uals al­ways have the right to ex­press their opin­ions. The East­ern view would hold that in­di­vid­ual ex­pres­sion must some­times be fet- tered in or­der to pro­mote har­mo­ny in a giv­en so­ci­ety. Be sure to sup­port your dis­cus­sion with spe­cif­ic ex­am­ples and log­ical ar­gu­ments. 485. Bar­bara Tuch­man once not­ed, “Ev­ery suc­cess­ful rev­olu­tion puts on in time the robe of the tyrant it has de­posed.” Write an es­say in which you ei­ther agree or dis­agree with her ob­ser­va­tion. Sup­port your opin­ion with spe­cif­ic ex­am­ples. SET 49 (Scor­ing guide on pages 132–133.) When plan­ning your es­say, use an out­line, a brain- storm­ing list, a top­ic map, or any oth­er method that works for you to jot down your ideas and or­ga­nize them log­ical­ly. 486. Gos­sip is fun, but if it is ma­li­cious, it can be hurt­ful. Have you ev­er been the vic­tim of gos­sip? Have you ev­er passed on gos­sip that you lat­er found was un­true? How do you think the vic­tim of ma­li­cious gos­sip should re­act or re­spond? What ad­vice would you give to such a vic­tim? 487. In 1997, sci­en­tists in Scot­land suc­cess­ful­ly cloned a sheep. This event added to the de­bate over hu­man cloning. Pro­po­nents of a ban on hu­man cloning are con­cerned about is­sues such as ge­net­ic se­lec­tion. Op­po­nents of a ban point out that cloning could lead to sig­nif­icant med­ical ad­vances. Write an es­say in which you take a po­si­tion on the is­sue of hu­man cloning. Be sure to sup­port your view with log­ical ar­gu­ments and spe­cif­ic ex­am­ples. –ES­SAY QUES­TIONS– 98

SET 50 (Scor­ing guide on pages 132–133.) When you write, make sure the first para­graph of your es­say in­cludes a the­sis state­ment, a sen­tence that states the main idea of your es­say. 488. Law en­force­ment agen­cies use a tool called pro­fil­ing in cer­tain sit­ua­tions. Pro­fil­ing is the prac­tice of out­lin­ing the looks and be­hav­ior of the type of per­son who is more like­ly than oth­ers to com­mit a par­tic­ular crime. For ex­am­ple, if a per­son buys an air­line tick­et with cash, trav­els with no lug­gage, and re­turns the same day, they fit the pro­file for a drug couri­er. Op­po­nents of pro­fil­ing ar­gue that it has the po­ten­tial to un­fair­ly tar­get cit­izens based on their ap­pear­ance. Pro­po­nents ar­gue that law en­force­ment must take such short­cuts in or­der to ef­fec­tive­ly fight crime. Write an es­say in which you take a po­si­tion on this de­bate. Be sure to use log­ical rea­son­ing and be sure to sup­port your view with spe­cif­ic ex­am­ples. 489. Is it ev­er all right to lie? Some peo­ple say that “lit­tle white lies” are ac­cept­able to spare some­one else’s feel­ings. Oth­er peo­ple be­lieve it is nev­er right to lie, that telling a few lit­tle lies leads to telling more and big­ger lies. Which po­si­tion do you hold? Is it pos­si­ble to nev­er lie? Is it pos­si­ble to tell just the right amount of lies? Use ex­am­ples to il­lus­trate your po­si­tion. SET 51 (Scor­ing guide on pages 132–133.) There’s no spe­cif­ic num­ber of para­graphs you have to have in an es­say, but it would be dif­fi­cult, to write a good es­say on any top­ic in few­er than three para- graphs. Most good es­says will have four to sev­en para­graphs. 490. The Unit­ed States owes the Unit­ed Na­tions sev­er­al mil­lion dol­lars in back-​dues and oth­er fees. Op­po­nents of pay­ing this debt point to an in­ef­fi­cient bu­reau­cra­cy at the Unit­ed Na­tions and the ten­den­cy of the Unit­ed Na­tions to sup­port po­si­tions that are not in the Unit­ed States’ best in­ter­ests. Pro­po­nents of pay­ing this debt high­light a grow­ing ten­den­cy to­ward in­ter­na­tion­al­ism and the fact that the Unit­ed States de­pends on the Unit­ed Na­tions for sup­port. Write an es­say out­lin­ing why the Unit­ed States should pay its Unit­ed Na­tions debt or why it should not. Sup­port your po­si­tion with ex­am­ples and log­ical ar­gu­ments. 491. As ju­ve­nile crime in­creas­es, so do the calls for stricter pun­ish­ments for ju­ve­nile of­fend­ers. One sug­ges­tion is to low­er the age at which a ju­ve­nile may be tried as an adult. Sup­port­ers of this view be­lieve that young peo­ple are com­mit­ting crimes at younger and younger ages, and the crimes they are com­mit­ting are be­com­ing more and more heinous. Op­po­nents of this view point to the suc­cess of ju­ve­nile crime pre­ven­tion pro­grams, such as teen cen­ters and mid­night bas­ket­ball. Write an es­say in which you ei­ther de­fend or crit­icize the sug­ges­tion that ju­ve­nile of­fend­ers should be charged as adults at younger ages. In­clude ex­am­ples and log­ical rea­son­ing to sup­port your po­si­tion. –ES­SAY QUES­TIONS– 99

SET 52 (Scor­ing guide on pages 132–133.) The es­says in this set and the next few con­tain more per­son­al top­ics—ones that ask you to re­flect on a spe­cif­ic event in your life or on your per­son­al­ity. 492. Phyliss Bot­tome has said, “There are two ways of meet­ing dif­fi­cul­ties. You al­ter the dif­fi­cul­ties or you al­ter your­self to meet them.” Write about a time in which you at­tempt­ed to al­ter a dif­fi­cult sit­ua­tion, or de­cid­ed to al­ter your­self. Were you suc­cess­ful? Are you pleased with the choice you made? Whichev­er you chose to al­ter, would it have been eas­ier to al­ter the oth­er? Would it have been bet­ter? 493. Bel­la Le­witzky once said, “To move freely you must be deeply root­ed.” Write an es­say in which you first state what you in­ter­pret this state­ment to mean (there is no right or wrong in­ter­pre­ta­tion), then (us­ing your own in­ter­pre­ta­tion) agree or dis­agree with it. Sup­port your opin­ion with spe­cif­ic ex­am­ples and log­ical rea­son­ing. SET 53 (Scor­ing guide on pages 132–133.) Each body para­graph of your es­say should have a top­ic sen­tence that fore­casts the main idea of that para­graph. Make sure your top­ic sen­tences are con- nect­ed to your the­sis state­ment in or­der to write a uni­fied es­say. 494. Most peo­ple have faced a sit­ua­tion—per­haps in a class, an or­ga­ni­za­tion, or just with a group of friends—in which they held a strong, but un­pop­ular, opin­ion. Write about a time when you were in this cir­cum­stance. Did you speak up? Did you keep qui­et? Why do you think you made the choice you did? 495. Do you con­sid­er your­self ad­ven­tur­ous, a risk-​tak­er? Write about a time in which you con­tem- plat­ed an un­der­tak­ing which oth­ers con­sid­ered dan­ger­ous. Did you do it? Why? If you did not do it, why not? Do you have re­grets? The dan­ger in­volved need not have been phys­ical, al­though it could have been. –ES­SAY QUES­TIONS– 100

SET 54 (Scor­ing guide on pages 132–133.) It’s al­ways im­por­tant to ex­plain your­self ful­ly. How will the read­er un­der­stand the event you’re de­scrib­ing if you don’t “show all”? In both per­son­al and per­sua­sive writ­ing, it’s im­por­tant to in­clude lots of de­tails, im­ages, and ex­pla­na­tions to sup­port your main idea. 496. Na­dine Stair said, “If I had my life to live over again, I’d dare to make more mis­takes next time.” Write an es­say in which you agree or dis­agree with this as­sess­ment, us­ing your own life as a touch­stone. Why do you agree or dis­agree? How might your life have been dif­fer­ent if you had dared to make more mis­takes? 497. In the 1960s and 1970s, wom­en were de­mand­ing the right to at­tend pre­vi­ous­ly all-​male ed­uca­tion­al in­sti­tu­tions. Hav­ing won that right, some wom­en are now re­con­sid­er­ing. Cit­ing stud­ies that in­di­cate girls per­form bet­ter in all-​girl schools than in co­ed schools, some wom­en are call­ing for the es­tab­lish- ment of sin­gle-​sex ed­uca­tion­al in­sti­tu­tions. Write an es­say in which you take a po­si­tion on the is­sue of sin­gle-​sex schools. Be sure to in­clude spe­cif­ic ex­am­ples and sol­id rea­son­ing in your opin­ion. SET 55 (Scor­ing guide on pages 132–133.) Of­ten the best way to or­ga­nize a per­son­al es­say is chrono­log­ical­ly, in time or­der. But you should still make sure you have a the­sis state­ment that re­sponds to the ques­tion, and that your whole es­say is re­lat­ed to your the­sis state­ment. 498. Su­sanne Cur­chod Neck­er said, “Wor­ship your heroes from afar; con­tact with­ers them.” Do you agree? Write about a time when you made con­tact with a hero. Were you dis­ap­point­ed with the ex­pe­ri­ence or not? Or, per­haps some­one once thought of you as a hero. Did they feel the same way af­ter they got close to you? Did close- ness make the re­la­tion­ship bet­ter or worse? 499. Most of us have been in a sit­ua­tion, per­haps at work or at school, in which we felt we were be­ing treat­ed un­fair­ly. Write about a time when you were treat­ed un­fair­ly. How did you re­act? What did you do or say about the treat­ment? If you had it to do over again, would you do some­thing dif­fer­ent­ly? –ES­SAY QUES­TIONS– 101

SET 56 (Scor­ing guide on pages 132–133.) Whether you’re writ­ing a per­son­al es­say or a per­sua- sive one, make sure you stick to the top­ic you are giv­en. 500. An old cliché says, “You can’t fight city hall.” Do you be­lieve this is true? What ad­vice would you give some­one who want­ed to con­vince a city coun­cil that a stop­light should be in­stalled at a par­tic­ular cor­ner? Per­haps you can write about a time in which you tried to change or en­act a law, or per­haps a reg­ula­tion at school or work. Were you suc­cess­ful? Why or why not? 501. Ad­vances in ge­net­ic test­ing now al­low sci­en­tists to iden­ti­fy peo­ple whose ge­net­ic back­ground makes them greater risks for cer­tain dis­eases. A ge­net­ic pre­dis­po­si­tion to a cer­tain dis­ease, how­ev­er, does not guar­an­tee that a pa­tient will con­tract that dis­ease. En­vi­ron­men­tal fac­tors, such as di­et, ex­er­cise, and smok­ing al­so play a role. In­sur­ance com­pa­nies want to have ac­cess to ge­net­ic in­for­ma­tion in or­der to help keep their costs down. Op­po­nents feel that in­sur­ance com­pa­nies will mis­use such in­for­ma­tion, by un­fair­ly deny­ing peo­ple cov­er­age. Write an es­say in which you take a po­si­tion on pro­vid­ing ge­net­ic test­ing in­for­ma­tion to in­sur­ance com­pa­nies. Be sure to sup­port your ar­gu­ment with spe­cif­ic ex­am­ples and log­ical rea­son­ing. –ES­SAY QUES­TIONS– 102

Sec­tion 1: Me­chan­ics SET 1 (Page 3) 1. b. A ti­tle, such as Dr., re­quires a cap­ital. 2. d. Na­tion­al­ities and lan­guages re­quire cap­itals. 3. a. Jr. is a kind of ti­tle and there­fore takes a cap­ital. 4. b. The first let­ter of a di­rect quo­ta­tion takes a cap­ital. 5. e. Cap­ital­iza­tion is cor­rect. 6. a. All words in the prop­er name of a place re­quire cap­itals. 7. b. Prop­er names re­quire cap­itals. 8. c. Movie ti­tles are cap­ital­ized. SET 2 (Page 4) 9. d. There should be quo­ta­tion marks be­fore the word Coach to set off the di­alogue. 10. d. Com­mas set off non­re­stric­tive ap­pos­itives, phras­es that say the same thing as the pre­vi­ous phrase, in dif­fer­ent words. (A com­ma should be placed af­ter Pa­tri­cia.) 11. a. A colon can go be­fore a list. (Place a colon af­ter the word flow­ers.) 12. a. A semi­colon can be used to sep­arate two main claus­es, which could each stand alone as com­plete sen­tences. 13.c. A dash can be used to set off a par­en­thet­ical el­ement, for em­pha­sis. (Place an­oth­er dash af­ter the word se­nior.) 14. a. The pos­ses­sive Kim’s re­quires an apos­tro­phe. 15. e. This sen­tence is punc­tu­at­ed cor­rect­ly. 16. b. Com­mas set off par­en­thet­ical el­ements and al­ways go in­side the quo­ta­tion marks in a line of di­alogue. (Place a com­ma af­ter the word re­mem­ber.) An­swers 103

17. d. Com­mas set off a word or phrase that de­scribes the sub­ject but does not al­ter the mean­ing of the en­tire sen­tence. (Place a com­ma af­ter the word Larkin.) 18. c. A semi­colon can be used to sep­arate two main claus­es, which could each stand alone as com­plete sen­tences. (Place the semi­colon af­ter the word tread­mill.) SET 3 (Page 5) 19. b. The com­ma sep­arates the main clause from the long, de­scrip­tive sub­or­di­nate clause. 20. d. The semi­colon can be used to sep­arate two main claus­es, which could each stand alone as com­plete sen­tences. 21. a. The quo­ta­tion is a ques­tion, and the tag asked Tim­othy ends the sen­tence. 22. e. The sen­tence is punc­tu­at­ed cor­rect­ly. 23. b. The word stu­dent’s is pos­ses­sive and needs an apos­tro­phe. 24. e. The sen­tence does not re­quire any punc­tu­ation oth­er than the pe­ri­od at the end. 25. c. This is a declar­ative sen­tence; it asks an in­di­rect ques­tion, so a ques­tion mark should not be used. Al­so, the com­ma is un­nec­es­sary. 26. e. The sen­tence is punc­tu­at­ed cor­rect­ly. 27. a. The phrase a root veg­etable is a nonessen­tial el­ement in the sen­tence and needs to be set off with com­mas. 28. d. Com­mas sep­arate dates and ad­dress­es. SET 4 (Page 6) 29. a. Win­ter should not be cap­ital­ized. 30. c. There should not be an apos­tro­phe af­ter the word girls. 31. a. The com­ma is un­nec­es­sary and should be delet­ed. 32. b. May­or should be cap­ital­ized be­cause it refers to a par­tic­ular may­or. 33. c. Cape Cod is a prop­er noun, and both words should be cap­ital­ized. 34. a. Since this is a declar­ative sen­tence, the ques­tion mark should be re­placed with a pe­ri­od. 35. b. Un­cle is not used as a prop­er noun and should not be cap­ital­ized. 36. a. Grand­ma is used as a prop­er name and should be cap­ital­ized. 37. b. A colon should not be used be­tween a verb and its ob­jects. 38. a. There should be an apos­tro­phe in the word else’s, which is pos­ses­sive. 39. c. The com­mas are miss­ing from this se­ries of ad­jec­tives. 40. b. The quo­ta­tion mark should ap­pear on the out­side of the ex­cla­ma­tion point: “Don’t run!” 41. c. Po­lio and small­pox should not be cap­ital­ized. Dis­eases are not cap­ital­ized un­less a prop­er noun is part of the name. 42. a. Ocean should be cap­ital­ized. 43. c. To set off the di­alogue, there should be quo­ta­tion marks be­fore the word I’ll. 44. c. May­or should not be cap­ital­ized be­cause it does not re­fer to a par­tic­ular may­or. 45. b. A semi­colon is not used be­tween a de­pen­dent and an in­de­pen­dent clause. Use a com­ma. 46. b. Vet­eri­nar­ian is not a prop­er noun and should not be cap­ital­ized. 47. c. The word Why, which be­gins the quo­ta­tion, should be cap­ital­ized. 48. b. World War is a prop­er noun and should be cap­ital­ized. 49. a. The phrase like many oth­er virus­es should be set off by com­mas be­cause it is a nonessen­tial el­ement in the sen­tence. 50. a. In­dus­tri­al Rev­olu­tion should be cap­ital­ized. 51. a. The com­mas in this sen­tence should be delet­ed. Com­mas are not used in a se­ries when the se­ries is al­ready linked by con­junc­tions. –AN­SWERS– 104

52. a. The names of cen­turies are not cap­ital­ized. 53. c. This sen­tence asks a ques­tion and should end with a ques­tion mark. SET 5 (Page 8) 54. c. Com­mas are used to set off a word or phrase that de­scribes the sub­ject but does not al­ter the mean­ing of the en­tire sen­tence. 55. e. The dash is used to set off par­en­thet­ical el­ements, for em­pha­sis. 56. a. The com­ma is used af­ter an in­tro­duc­to­ry el­ement. 57. b. The com­ma sep­arates the main clause from the de­scrip­tive sub­or­di­nate clause. 58. c. Ti­tles re­quire cap­itals. 59. d. First word of salu­ta­tions, ti­tles, and prop­er names all take cap­itals; a colon fol­lows the salu­ta­tion in a busi­ness let­ter. 60. d. Com­mas set off par­en­thet­ical el­ements. 61. a. A com­ma goes be­fore and when and links two main claus­es. Sec­tion 2: Sen­tence Struc­ture SET 6 (Page 12) 62. d. Al­though means “de­spite the fact that” or “even though.” Even though Sarah drives to the cab­in all the time, she still gets ner­vous. The oth­er choic­es do not con­vey this mean­ing. 63. a. There­fore best com­pletes the sen­tence’s mean­ing; it cre­ates a cause and ef­fect re­la­tion­ship be­tween how Lila is feel­ing (the cause) and her de­ci­sion to stay home from work (the ef­fect). 64. b. While sug­gests that two things are hap­pen­ing si­mul­ta­ne­ous­ly; it is the on­ly log­ical choice. Choice a im­plies that Sam could con­trol when the doc­tor called him in. Choic­es c and d are un­clear. 65. c. The sen­tence re­quires a con­di­tion—Ru­by likes blue­ber­ry pie on one con­di­tion: fresh­ly picked blue­ber­ries. Choice b can be ruled out be­cause blue­ber­ry pie is not al­ways made with fresh­ly picked blue­ber­ries. Choic­es a and d re­sult in un­clear sen­tences. 66. a. How­ev­er in­di­cates an im­pend­ing con­tra­dic­tion; it is the best choice be­cause the two claus­es com­pare mu­si­cal tastes. In this case, the com­par­ison con­trasts Mitchell’s pref­er­ence to Greg’s. 67. d. If you re­ar­range the sen­tence, it would read: If you sign up this week, you will re­ceive a low an­nu­al fee and a 20% dis­count. In ad­di­tion means and; it is the best choice. Choic­es a, b, and c re­sult in an awk­ward con­struc­tion. 68. b. The two claus­es make a ref­er­ence to time— more specif­ical­ly, to two dif­fer­ent times. Choice b is the on­ly log­ical re­sponse. 69. d. The gold­en re­triev­er is nev­er out­side with­out a leash be­cause the neigh­bor is afraid of dogs; one is the ef­fect of the oth­er. Con­se­quent­ly means fol­low­ing as an ef­fect or as a re­sult. This is the best choice. 70. a. This sen­tence spec­ulates that quilts were made from fab­rics tak­en from some­where. On­ly from com­pletes this idea. 71. d. This is the on­ly choice that re­sults in a com­plete and log­ical sen­tence. Choice a is il­log­ical; choic­es b and c re­sult in sen­tence frag­ments. 72. d. The con­di­tion­al tense, would have heard, is the on­ly one that log­ical­ly fits with the sec­ond clause of the sen­tence. 73. c. The Bea­tles songs specif­ical­ly named were pulled from a pool of ti­tles. On­ly Among sug­gests the ex­is­tence of many oth­er things, in this case songs. –AN­SWERS– 105

SET 7 (Page 14) 74. c. Even though is the most log­ical sub­or­di­nat­ing phrase, show­ing a con­trast. The oth­er choic­es are not on­ly il­log­ical but un­gram­mat­ical. 75. b. In this choice, the sub­or­di­nate clause makes sense. Choice b is al­so the least wordy of the choic­es. In choic­es a and d, the sub­or­di­na­tors are il­log­ical. Choice c con­tains a mis­placed mod­ifi­er (Pla­to be­lieved; Pla­to’s idea could not be­lieve). 76. a. The word de­spite es­tab­lish­es a log­ical con­nec­tion be­tween the main and sub­or­di­nate claus­es. Where­upon and so that (choic­es b and c) make no sense. Choice d is both il­log­ical and un­gram­mat­ical. 77. c. The sub­or­di­na­tor be­cause in choice c es­tab­lish­es the log­ical causal re­la­tion­ship be­tween sub­or­di­nate and main clause; choic­es a and b do not make sense. Choice d has faulty con­struc­tion. 78. b. Where­as (in choice b) is the log­ical sub­or­di­na­tor, es­tab­lish­ing con­trast. The oth­er an­swer choic­es make no sense. 79. b. The sub­or­di­na­tors af­ter (choice a), where­upon (choice c), and un­less (choice d) do not make sense. Al­though the word but (choice b) can be used as a co­or­di­nat­ing con­junc­tion, here it is a sub­or­di­na­tor, log­ical­ly con­nect­ing sub­or­di­nate and main clause. 80. c. The sub­or­di­na­tor al­though shows a log­ical con­trast­ing re­la­tion­ship be­tween sub­or­di­nate and main clause. The oth­er choic­es do not make sense. 81. b. The sub­or­di­na­tor so (choice b) es­tab­lish­es the cor­rect causal re­la­tion­ship be­tween main and sub­or­di­nate clause. The oth­er sub­or­di­na­tors do not point to cause. 82. d. The sub­or­di­na­tor yet es­tab­lish­es a con­trast­ing re­la­tion­ship be­tween the main and sub­or­di­nate claus­es. The oth­er choic­es do not es­tab­lish a log­ical re­la­tion­ship. 83. a. The sub­or­di­na­tor where­as (choice a) cor­rect­ly es­tab­lish­es a con­trast be­tween sub­or­di­nate and main clause. The oth­er choic­es point to an il­log­ical causal re­la­tion­ship. 84. c. Choice a con­tains a mis­placed mod­ifi­er. Choice b is a run-​on sen­tence. Choice d es­tab­lish­es a faulty causal re­la­tion­ship be­tween main and sub­or­di­nate claus­es. Choice c cor­rect­ly states a sim­ple fact. SET 8 (Page 17) 85. c. The con­junc­tion but sets the read­er up for a con­trast or op­po­site: TV pas­sive ...(but) com­put­er game ac­tive. 86. b. The con­junc­tion so in­di­cates a causal re­la­tion­ship: Socrates taught [some­thing ob­vi­ous­ly con­tro­ver­sial],...so he was . . . both loved and . . . hat­ed. Choice c is in­cor­rect be­cause it has a mis­placed mod­ifi­er. 87. a. The con­junc­tion for in this sen­tence means be­cause and pre­pares the read­er for a log­ical causal re­la­tion­ship. Choice d is a run-​on sen­tence. 88. a. The con­junc­tion so in­di­cates that there is a causal re­la­tion­ship be­tween the two main claus­es. 89. d. The con­junc­tion yet pre­pares the read­er for a con­trast: re­spect­ed, yet . . . im­pris­oned. Choice b is wrong be­cause it is un­clear. 90. c. In this sen­tence, the con­junc­tion for means be­cause and pre­pares the read­er for a log­ical causal re­la­tion­ship: new shoes . . . (for) Don­nie will be up­set if . . . flip-​flops. –AN­SWERS– 106

91. c. The con­junc­tion so in­di­cates a log­ical causal re­la­tion­ship be­tween the first main clause and the sec­ond: load­ed with mon­ey, (so) she can af­ford. 92. b. The con­junc­tion but sets the read­er up for an op­po­site or con­trast: it is pos­si­ble . . . (but) un­like­ly. Choic­es c and d make no sense. 93. c. The word Un­less sets up the causal re­la­tion­ship be­tween the two claus­es in the sen­tence. The oth­er choic­es are il­log­ical. 94. a. The sub­or­di­nat­ing con­junc­tion Al­though sig­nals an im­pend­ing con­tra­dic­tion; it makes the most sense. The oth­er choic­es do not make sense. 95. d. The sub­or­di­na­tor but con­trasts the main clause and sub­or­di­nate clause in a log­ical way. Choic­es a, b, and c do not make sense. 96. d. Choice d is the most eco­nom­ical of the choic­es and makes the most sense. SET 9 (Page 19) 97. d. Be­cause es­tab­lish­es the causal re­la­tion­ship be­tween the wom­an not re­spond­ing and ev­ery­one’s as­sump­tion that she would not at­tend. 98. b. The tran­si­tion­al word where­as cor­rect­ly es­tab­lish­es a con­trast be­tween the speak­er’s opin­ion of the restau­rant and the opin­ion of her friends. 99. c. The tran­si­tion­al word al­though cor­rect­ly es­tab­lish­es a con­trast be­tween Eliz­abeth’s ath­let­ic abil­ity and her in­abil­ity to swim or ride a bike, which sup­pos­ed­ly ac­com­pa­nies ath­leti­cism. 100. c. The con­junc­tive ad­verb there­fore es­tab­lish­es the causal re­la­tion­ship be­tween the num­ber of ba­bies in the neigh­bor­hood and the neigh­bor­hood’s nick­name. 101. a. The tran­si­tion­al word how­ev­er cor­rect­ly es­tab­lish­es a con­trast be­tween the large num­ber of stores in the shop­ping mall and the ab­sence of a pet shop. 102. a. The tran­si­tion­al word fur­ther­more cor­rect­ly in­di­cates the ad­di­tion of one neg­ative trait to an­oth­er. Choice d is in­cor­rect be­cause not ev­ery­one who is un­re­li­able has a dif­fi­cult per­son­al­ity. 103. a. The con­junc­tion but means on the con­trary, and in­di­cates that the two neg­atives in the first main clause will be fol­lowed by their op­po­site or op­po­sites in the sec­ond: Nev­er eat can­dy or ice cream . . . (but) do drink so­da. 104. c. The con­junc­tion but in­di­cates that the first main clause will be fol­lowed by some­thing that in­di­cates an op­po­site or con­trast: is def­inite­ly un­pleas­ant ...(but) is not as un­pleas­ant as. 105. d. The con­junc­tion so cor­rect­ly in­di­cates the causal­ity: The sub­ject of the sen­tence al­ways has a big par­ty be­cause she loves cel­ebrat­ing her birth­day. Choice a in­di­cates causal­ity but is un­gram­mat­ical. 106. b. The con­junc­tion yet pre­pares the read­er for a con­trast: is not usu­al­ly . . . (yet) it can. Choice c is un­clear. 107. d. The con­junc­tion and in this sen­tence in­di­cates al­so. Choice a is wrong be­cause it is a sen­tence frag­ment. Choice b makes no sense; choice c pre­pares the read­er for a con­trast but fails to de­liv­er: nar­colep­sy is oc­curs in both main claus­es. 108. b. The con­junc­tion yet pre­pares the read­er for a con­trast: much in­ter­est through­out the ages ...(yet) sci­en­tif­ic study ...is ...new. Choic­es a and c are in­com­plete sen­tences. –AN­SWERS– 107

SET 10 (Page 21) 109. a. Cor­rect as is. This sen­tence re­quires the same form (par­al­lelism) be­tween the verbs wel­come and have, and choice a is the on­ly sen­tence that does this (wel­com­ing and hav­ing). 110. c. This choice is the on­ly one that does not con­tain rep­eti­tion or wordi­ness. In choic­es a and d, the words wide, va­ri­ety, and dif­fer­ent mean the same thing, and in choice e, many and nu­mer­ous mean the same thing. Choice b is gram­mat­ical­ly in­cor­rect. 111. b. This choice is cor­rect­ly sub­or­di­nat­ed and is log­ical. 112. a. Cor­rect as is. This is the on­ly choice that does not have a faulty sub­or­di­na­tion. The first part of the sen­tence is an in­de­pen­dent clause; the sec­ond part is a de­pen­dent clause. Choice a is cor­rect be­cause the de­pen­dent clause is cor­rect­ly in­tro­duced by the rel­ative pro­noun which. 113. e. This is the on­ly choice that does not con­tain rep­eti­tion or wordi­ness. In choic­es a, c, and d, well known, promi­nent, fa­mous, and renown mean the same thing; in choice b,a painter ob­vi­ous­ly lived and paint­ed. 114. c. This choice is con­struct­ed so that the sen­tence is log­ical and un­am­bigu­ous. The open­ing phrase Hav­ing missed class sev­er­al times should be com­plet­ed by a noun that in­di­cates who missed class. 115. a. Cor­rect as is. This is the on­ly choice that does not con­tain rep­eti­tion or wordi­ness. In choice b dili­gent and care­ful mean the same thing; in choice c, re­view­ing and check­ing mean the same thing; in choice d, work­ers and em­ploy­ees mean the same thing; and in choice e, dai­ly and ev­ery day mean the same thing. 116. d. The word be­side means at the side of; the word be­sides means oth­er than or to­geth­er with. 117. d. The com­par­ison in this sen­tence be­tween the Unit­ed States and Japan re­quires as well as. Choice d does this while at the same time cre­at­ing a clear and log­ical sen­tence. 118. a. Cor­rect as is. A com­ma is need­ed be­fore a co­or­di­nat­ing con­junc­tion and af­ter a sub­or­di­nat­ing clause; choice a is the on­ly one that does both. 119. d. In this com­plex sen­tence, choice d is the on­ly choice that re­sults in a com­plete sen­tence. The oth­er choic­es are sen­tence frag­ments. SET 11 (Page 24) 120. b. This is the on­ly choice in which the sen- tence con­struc­tion is clear and un­am­bigu- ous. In choic­es a and c, the sen­tence reads as though the in­gre­di­ents were mak­ing the torte. In choice e, no one is mak­ing the torte. Choice d is in­cor­rect be­cause there is a shift in tense from present (mak­ing) to past per­fect (should have used). 121. a. Cor­rect as is. This sen­tence re­quires that the com­par­ison be­tween cul­ture and bi­ol- ogy be log­ical and clear. Choice b is wrong be­cause the use of the prepo­si­tion with does not ob­serve stan­dard us­age con­ven- tions. The phrase some­what bet­ter in choice c makes no sense. Choic­es d and e re­sult in an un­clear com­par­ison. 122. e. This is the on­ly choice that does not con­tain ex­ces­sive wordi­ness or a re­dun­dan­cy. In choice a, the phrase the fifth of five is re­dun­dant. Choic­es b, c, and d al­so re­peats five and fifth. 123. e. The open­ing phrase, An Amer­ican po­et of the nine­teenth cen­tu­ry, should mod­ify a noun that iden­ti­fies the po­et. On­ly choice e does this. In choic­es a, b, and c, ei­ther col­lec­tion or Leaves of Grass is il­log­ical­ly cred­it­ed with be­ing the po­et. Choice d is in­cor­rect be­cause the sub­ject of the –AN­SWERS– 108

re­sult­ing de­pen­dent clause, po­ems, would not agree with its verb, cel­ebrates. 124. d. Choice d is cor­rect­ly punc­tu­at­ed with a semi­colon be­tween two in­de­pen­dent claus­es, and there is no shift in per­son. Choic­es a, b, and e are in­cor­rect be­cause the sen­tence shifts from the first per­son (We) to the sec­ond per­son (you). Choice c us­es a semi­colon when no punc­tu­ation is nec­es­sary. 125. b. In this sen­tence Con­trary to, which means a view­point that is op­po­site to or in con­flict with an­oth­er view­point, is used cor­rect­ly. In choice a, in is in­ap­pro­pri­ate­ly used with op­po­site. Sim­ilar­ly, choic­es c, d, and e do not use stan­dard phras­ing. 126. a. Cor­rect as is. Choic­es b and e are wordy while choic­es c and d are awk­ward. 127. c. Choic­es a, b, and e are awk­ward and wordy. Choice d is un­clear and am­bigu­ous; the use of the prepo­si­tion to dis­torts the mean­ing of the sen­tence. 128. d. This choice is clear, log­ical, and un­am­bigu- ous and does not use ex­tra­ne­ous words. Choice a is re­dun­dant: un­til the time when. Choice b is al­so re­dun­dant (since when) and us­es ex­tra­ne­ous words. The re­dun­dan­cy in choice c is to kill and stop. In choice e, the phrase up to when is awk­ward, and the word its has an un­clear ref­er­ent. 129. a. When con­struct­ing sen­tences, un­nec­es­sary shifts in verb tens­es should be avoid­ed. Choice a is best be­cause all three verbs in the sen­tence in­di­cate that the ac­tion oc­curred in the past (had been cov­er­ing, be­came, and was called). In choice b, there is a shift to the present (be­comes). Choice c be­gins in the present (is cov­er­ing, be­comes), then shifts to the past (called). Choice d makes two tense shifts, and choice e shifts once, from present to past tense. 130. d. This is the on­ly choice that is both gram- mat­ical­ly and log­ical­ly cor­rect. Choice a has a shift in con­struc­tion; there are two sub- jects that mean the same thing (Don­ald Trump and he). Choice b has a mod­ifi­er prob­lem; the sen­tence im­plies that Don­ald Trump built a bil­lion-​dol­lar em­pire be­cause he was the son of a re­al es­tate de­vel­op­er. Choice c, though con­struct­ed dif­fer­ent­ly, re­sults in the same faulty log­ic. Choice e cre­ates faulty sub­or­di­na­tion. 131. e. The cor­rect punc­tu­ation be­tween two in­de­pen­dent claus­es is a semi­colon. Choice a is wrong be­cause it cre­ates a com­ma splice. Choice c cre­ates a sen­tence frag­ment. Choic­es b and d cre­ate faulty sub­or­di­na­tion. 132. b. This is the cor­rect choice be­cause it is the on­ly one that is a com­plete sen­tence. 133. e. This is the cor­rect choice be­cause the sen­tence is com­plete, log­ical, and un­am­bigu­ous. 134. b. This is the on­ly choice that is log­ical and un­am­bigu­ous. SET 12 (Page 26) 135. c. This is a sen­tence frag­ment. 136. a. The word go­ing needs to be delet­ed. 137. d. There are no er­rors. 138. b. This is a run-​on sen­tence. 139. c. The mod­ifi­er last sum­mer is mis­placed. A mod­ifi­er should be near­est to the sub­ject or ac­tion that it mod­ifies; in this case, that ac­tion is vis­it­ed, not grew up. The sen­tence should read: Last sum­mer, we vis­it­ed the town where my fa­ther grew up. 140. d. There are no er­rors. 141. c. The word un­less does not log­ical­ly con­nect the in­de­pen­dent claus­es. The sen­tence needs a word that in­di­cates con­trast, be­cause what Liam loves and what Liam can ex­pect are two op­po­site things; the co­or­di­nat­ing con­junc­tion but should re­place un­less. 142. a. This is a run-​on sen­tence. –AN­SWERS– 109

143. b. This is a sen­tence frag­ment. 144. d. There are no er­rors. 145. d. There are no er­rors. 146. b. The word that is un­nec­es­sary; two in­de­pen­dent claus­es use a com­ma and a co­or­di­nat­ing con­junc­tion. SET 13 (Page 27) 147. a. The oth­er choic­es are un­clear be­cause they are awk­ward­ly con­struct­ed, ob­scur­ing who in­tends to set the fire. 148. a. Choic­es b and c are sen­tence frag­ments. Choice d rep­re­sents con­fused sen­tence struc­ture as well as lack of agree­ment be­tween sub­ject and verb. 149. c. The oth­er choic­es con­tain un­nec­es­sary shifts in per­son: from peo­ple to their and we in choice a,to your and one in choice b, and to our and they in choice d. 150. a. This is the on­ly choice that is clear and lo­gi- cal. It has no mis­placed mod­ifiers, and it has no shifts in verb tense. Choic­es b and d have mis­placed mod­ifiers and re­sult in un­clear sen­tences; choice c has an un­neces- sary shift from past to present tense. 151. b. This is the on­ly choice that does not have a mis­placed mod­ifi­er. Be­cause Miles John­son is the sharp­shoot­er, his name should be placed im­me­di­ate­ly af­ter the in­tro­duc­to­ry phrase—which rules out choic­es a and c. Choice d is awk­ward­ly con­struct­ed and un­clear. 152. c. This is the on­ly choice that is clear and log­ical. Choice a reads as though the eyes are in the third or fourth grade. Choic­es b and d are un­clear. 153. c. Choice c cre­ates a clear com­par­ison. It is the on­ly choice that is clear and log­ical. Sec­tion 3: Agree­ment SET 14 (Page 31) 154. a. The verb is formed in­cor­rect­ly; must of missed should be re­placed by must have missed. 155. b. This is an er­ror in sub­ject-​verb agree­ment. The sub­ject, com­mit­ted cit­izens, is plu­ral and re­quires a plu­ral verb form. In this case, the cor­rect form is ex­ceed, not the sin­gu­lar form, ex­ceeds. 156. b. The er­ror is gram­mat­ical; there is no sub­ject-​verb agree­ment in this sen­tence. The sub­ject Each is sin­gu­lar and re­quires a sin­gu­lar verb form. In this sit­ua­tion, the cor­rect form is has had. 157. a. This is an er­ror in agree­ment. The sin­gu­lar noun one re­quires the sin­gu­lar verb is. When the sub­ject (in this case one) fol­lows the verb, as in a sen­tence be­gin­ning with here or there, be care­ful to de­ter­mine the sub­ject. In this sen­tence, the sub­ject is not the plu­ral noun keys. 158. d. This sen­tence has an il­log­ical shift in verb tense. The sen­tence should read: He re­al­ized that he had for­got­ten his um­brel­la. 159. d. In this sen­tence, there is faulty par­al­lelism. The word ask­ing should be re­placed by the verb asked. This sen­tence is in the past tense, so the two verbs asked and phoned should be par­al­lel. 160. d. The use of the present par­tici­ple cre­at­ing re­sults in a sen­tence with faulty par­al­lelism. A form of the verb cre­ate should be par­al­lel with the pre­ced­ing verb be­came, which is in the past tense. The word cre­at­ing should be re­placed by cre­at­ed. 161. b. There is no sub­ject-​verb agree­ment in this sen­tence. The sin­gu­lar col­lec­tive noun staff re­quires a sin­gu­lar verb form. There­fore, the plu­ral form de­serve should be re­placed with the sin­gu­lar de­serves. –AN­SWERS– 110

162. d. This sen­tence has faulty par­al­lelism. There are three items in a se­ries in this sen­tence: build homes, find wa­ter, and learn to un­der­stand the bless­ings. To make these three items par­al­lel, the word to should be delet­ed in the un­der­lined por­tion rep­re­sent­ed by choice d. 163. d. There is no sub­ject-​verb agree­ment in the sen­tence. The sub­ject of the sec­ond in­de­pen­dent clause is fil­ter, a sin­gu­lar noun. There­fore, the sin­gu­lar form of the verb should be used. The verb re­duce should be re­placed by the verb re­duces. 164. b. This sen­tence has a prob­lem with sub­ject- verb agree­ment. The two sub­jects of the sen­tence, chief ex­ec­utive of­fi­cer and chair­man of the board, re­quire a plu­ral verb. In this case, the sin­gu­lar form agrees should be re­placed by the plu­ral form agree. 165. b. The er­ror is in verb for­ma­tion. The sen­tence re­quires the past tense of the verb be­gin. To cor­rect this er­ror, the past par­tici­ple be­gun should be re­placed with the past tense be­gan. SET 15 (Page 32) 166. c. The sen­tence re­quires a verb in the past tense. 167. d. The sen­tence re­quires a verb in the past tense. 168. d. The ap­pro­pri­ate tense for this verb is the present tense. 169. b. The ver­bal form been eat­ing fits with the verb have. 170. c. The in­fini­tive form of the verb re­pair,goes with to in the sen­tence. 171. a. This is a com­mand; the sub­ject of the sen­tence is un­der­stood (You call). 172. d. The verb was agrees with its sub­ject, prob­lem, and is in the past tense. 173. c. Since the ac­tion takes place in the past, the on­ly cor­rect choice is the past per­fect had fall­en. 174. b. This is the on­ly choice that is in agree­ment with the sin­gu­lar sub­ject wom­an. 175. c. The cor­rect verb form is the past tense swung. 176. b. The verb are agrees with the plu­ral noun restau­rants. 177. a. The sin­gu­lar verb gets agrees with the sin­gu­lar noun noise. SET 16 (Page 33) 178. d. A plu­ral sub­ject takes a plu­ral verb; since the sub­ject words is plu­ral, the verb to be carved must al­so be plu­ral. 179. a. Cor­rect as is. There are two pos­si­ble er­rors in this sen­tence: One is sub­ject/verb agree­ment and the oth­er is the use of the words be­tween and among. Be­tween is used to com­pare two things; among is used to com­pare more than two things. Since the sub­ject re­la­tion­ship is sin­gu­lar, the verb to de­ter­mine must al­so be sin­gu­lar. On­ly choice a makes the com­par­ison be­tween two things and us­es the sin­gu­lar verb de­ter­mines. 180. d. The three un­der­lined el­ements make a co­or­di­nat­ed se­ries; to clear­ly ex­press their re­la­tion­ship to each oth­er, they need to abide by one con­sis­tent gram­mat­ical con­struc­tion. In choice a, the verb must gen­er­ate breaks the par­al­lelism. In choice b, the word for breaks the par­al­lelism. In choice c, the se­ries changes con­struc­tion, adopt­ing a dif­fer­ent type of par­al­lel con­struc­tion; how­ev­er, the third el­ement, soil con­ser­va­tion, does not use a present par­tici­ple verb be­fore it. It breaks the par­al­lelism. In choice e, none of the three el­ements are par­al­lel. 181. b. The two un­der­lined el­ements make a co­or­di­nat­ed pair; they need to abide by one gram­mat­ical con­struc­tion. On­ly in choice b are both verbs in their in­fini­tive form. 182. c. In choice c, the tense of to ring and to write agree; there is no shift in tense. 183. d. Choice d is best be­cause it is writ­ten in the ac­tive voice. –AN­SWERS– 111

184. e. Choice a is am­bigu­ous: Is ev­ery­one sub­mit­ting to the coun­cil? Choic­es b, c, and d make an il­log­ical shift in verb tense. 185. b. The sec­ond clause of this sen­tence re­quires a par­al­lel con­struc­tion. Choice b is the on­ly one in which all four el­ements use the same gram­mat­ical con­struc­tion, a verb in the present tense fol­lowed by a noun. 186. b. This is the best an­swer be­cause there are no shifts in verb tense. For the sen­tence to be log­ical, all the verbs should re­main in the past tense. 187. d. To en­sure means to make cer­tain; to as­sure means to cause a feel­ing of cer­tain­ty. The Sen­ator wants his con­stituents to feel se­cure; he is not ac­tu­al­ly se­cur­ing the mon­ey by putting it in a vault. Choice e is re­dun­dant; the verbs to as­sure and to promise mean the same thing. 188. e. Con­science is a moral aware­ness; con­scious is a phys­ical aware­ness. Josh was awake and phys­ical­ly aware of his en­vi­ron­ment. Choic­es a and b use the wrong word to de­scribe Josh’s con­di­tion. In choice d,it seems the op­er­ation was giv­en a lo­cal anes­thet­ic, not Josh. SET 17 (Page 35) 189. b. The cor­rect verb form is ap­plaud­ed. 190. b. There is no sub­ject-​verb agree­ment. The verb should be plu­ral be­cause the sub­ject, plants, is plu­ral. 191. b. The verb is used in­cor­rect­ly. The cor­rect us­age is should have been. 192. c. The verb in this sen­tence has been in­cor- rect­ly formed; it should be drank, not drunk. 193. b. There is no sub­ject-​verb agree­ment. The verb should be sin­gu­lar be­cause the sub­ject, the liveli­est one, is sin­gu­lar. 194. a. The sen­tence makes an il­log­ical shift in tense from the present to the past tense. 195. b. There is no sub­ject-​verb agree­ment. The verb should be plu­ral be­cause the sub­ject, pho­tographs, is plu­ral. 196. d. There are no er­rors. 197. b. The cor­rect verb form is has bro­ken. 198. a. The cor­rect verb form is rang. 199. b. The sen­tence makes an il­log­ical shift in tense—from the past to the present tense. 200. b. There is no sub­ject-​verb agree­ment. The verb should be sin­gu­lar be­cause the sub­ject, one (not boys), is sin­gu­lar. 201. c. The cor­rect verb form is has worn. 202. a. This sen­tence makes an il­log­ical shift in tense—from the past to the present tense. SET 18 (Page 36) 203. a. The verbs got and took agree in tense. 204. d. The verbs liked and got agree in tense. 205. a. Be­came and eat­ing are the cor­rect forms of the verbs. 206. a. This is a com­plete sen­tence; the oth­ers are frag­ments. 207. d. This is a com­plete sen­tence; the oth­ers are frag­ments. 208. b. This is a com­plete sen­tence; c and d are frag­ments; in choice a the verb does not agree in num­ber with its sub­ject, one. 209. b. This is a com­plete sen­tence; the oth­ers are frag­ments. 210. a. The com­par­ison be­tween the speak­er’s and his or her sis­ter’s taste for fish is clear­est in this sen­tence. In choice b, the speak­er likes his/her sis­ter bet­ter than fish. Choice c does not make sense. Choice d has an am­bigu­ous pro­noun: It prob­ably refers to fish, but who can tell? 211. a. In choice b, the cat seems to be rent­ing the room. In choice c, it’s un­clear whether he refers to the cat or to Mr. Mor­ris; choice d im­plies that Mr. Mor­ris rent­ed him­self a room. –AN­SWERS– 112

212. d. In this sen­tence, the verb tense be­tween the in­de­pen­dent clause and the sub­or­di­nat­ing clause agree. In choice a, the lack of agree­ment in tense makes the sen­tence un­clear as to time; choice b doesn’t make it clear who ate the pop­corn; choice c im­plies that the pop­corn watched the movie. SET 19 (Page 37) 213. e. Be­cause there are no gram­mat­ical, id­iomat­ic, log­ical, or struc­tural er­rors in this sen­tence, e is the best an­swer. 214. a. Their should be re­placed with the con­trac­tion They’re, mean­ing They are. 215. d. This is a gram­mat­ical er­ror. The con­trac­tion it’s (mean­ing it is) should be re­placed by the pos­ses­sive pro­noun its. 216. e. Be­cause there are no gram­mat­ical er­rors in this sen­tence, the best an­swer is choice e. 217. e. Be­cause there are no gram­mat­ical er­rors in this sen­tence, choice e is the best an­swer. 218. a. This is an er­ror of agree­ment. The sin­gu­lar pro­noun it does not agree with the plu­ral noun mol­lusks. In this sen­tence, it should be re­placed by the plu­ral pro­noun they. 219. c. This is an er­ror in agree­ment. The sin­gu­lar pro­noun him does not agree with its an­tecedent, the plu­ral noun peo­ple.The word him should be re­placed with the plu­ral pro­noun them. 220. e. Be­cause there are no gram­mat­ical er­rors in this sen­tence, choice e is the best an­swer. 221. c. The word there should be re­placed by the pos­ses­sive pro­noun their. 222. c. The pro­noun me should be re­placed by the pro­noun I. In this sen­tence, my broth­er, my Aunt Claris­sa, and I is the sub­ject, and the nom­ina­tive (sub­ject) case is re­quired. Me should be on­ly used as an ob­ject pro­noun. 223. e. Be­cause there are no gram­mat­ical er­rors in this sen­tence, choice e is the best an­swer. 224. a. This sen­tence has an agree­ment prob­lem. The plu­ral pro­noun them does not agree with the sin­gu­lar noun glos­sary. There­fore, them should be re­placed by the sin­gu­lar pro­noun it. 225. b. Your should be re­placed by you’re. Be­cause these two words are pro­nounced alike, they are of­ten con­fused. Your in­di­cates poss­es- sion and you’re is the con­trac­tion of you are. 226. e. Be­cause there are no gram­mat­ical, id­iomat­ic, log­ical, or struc­tural er­rors in this sen­tence, e is the best an­swer. 227. e. Be­cause there are no gram­mat­ical, id­iomat­ic, log­ical, or struc­tural er­rors in this sen­tence, e is the best an­swer. SET 20 (Page 39) 228. b. The cor­rect form of the pro­noun is me (ob­jec­tive case). 229. c. The cor­rect pro­noun is who, be­cause it refers to a per­son, and it is the sub­ject form of who (not the ob­ject form, whom), be­cause who is do­ing some­thing, mak­ing can­died figs. 230. b. The pro­noun agrees in num­ber with the noun to which it refers. 231. b. The an­tecedent, George and Michael,is plu­ral, so the plu­ral pro­noun their is the cor­rect choice. 232. c. The pro­noun that agrees in num­ber with the noun to which it refers, ar­ti­choke. 233. c. The pro­noun them agrees with the plu­ral noun flow­ers. 234. d. She and I is the sub­ject of the sen­tence, so the sub­jec­tive case is need­ed. 235. a. The pos­ses­sive case is used be­fore the word tak­ing, be­cause it func­tions like a noun in this sen­tence. –AN­SWERS– 113

SET 21 (Page 40) 236. b. There are two po­ten­tial prob­lems in this sen­tence: 1) the gram­mat­ical agree­ment be­tween the nouns Kendra or Zoë and the pro­noun her; and 2) the for­ma­tion of the verb to bring. In choice b both of these are cor­rect. Be­cause the sen­tence reads Kendra or Zoë, the pro­noun must be sin­gu­lar; on­ly one of them brought the vol­ley­ball. Brought is the past tense of bring. Choice a is wrong be­cause the pro­noun their is plu­ral. Choice c is wrong be­cause there is not a cor­rect pro­noun. Choic­es d and e are in­cor­rect be­cause brang is not the past tense of bring. 237. a. This choice is the on­ly one that us­es the prop­er form of pos­ses­sive pro­nouns. 238. c. This choice is best be­cause it is the on­ly one in which there is no shift in per­son; i.e., If you are look­ing . ..,you should com­pare....All ofthe oth­er choic­es shift from third per­son (some­one, one, a per­son) to sec­ond per­son (you). 239. e. This is the on­ly choice to have agree­ment be­tween the sub­ject and verb and be­tween the pro­noun and its an­tecedent. 240. d. When the re­la­tion­ship be­tween a pro­noun and its an­tecedent is un­clear, as it is in this sen­tence, it should be changed to avoid am­bi­gu­ity. There are two boys, An­dre and Robert, and choice d makes the re­la­tion- ship clear: Robert’s fam­ily moved, and not An­dre’s fam­ily. SET 22 (Page 40) 241. c. The word I should be re­placed with the word me, be­cause the pro­noun is the ob­ject, not the sub­ject. 242. d. There are no er­rors. 243. d. There are no er­rors. 244. c. The cor­rect pro­noun is I, not me. 245. b. The con­trac­tion who’s is in­cor­rect. The cor­rect us­age is the pos­ses­sive whose. 246. b. This sen­tence con­tains a shift in num­ber. Bears is a plu­ral noun, so the clause should read: they were growl­ing. 247. d. There are no er­rors. 248. c. The con­trac­tion Three’s, which means Three is, is the cor­rect us­age. 249. a. The cor­rect us­age is the pos­ses­sive theirs, not there’s. 250. a. Ei­ther is in­cor­rect. Use ei­ther with or and nei­ther with nor. 251. a. The pro­noun him is in­cor­rect. He should be used be­cause you and he are the sub­jects of the de­pen­dent clause. 252. b. The con­trac­tion You’re should be re­placed with the pos­ses­sive Your. 253. c. This sen­tence makes a shift in per­son. It should read: The com­mit­tee mem­bers should work as hard as they can. 254. d. There are no er­rors. 255. d. There are no er­rors. SET 23 (Page 42) 256. b. In the oth­er choic­es, the pro­noun ref­er­ence is am­bigu­ous; it is un­clear who is trav­el­ing abroad. 257. d. The oth­er an­swers con­tain un­nec­es­sary shifts in per­son from I to one, you, and a per­son. 258. b. This is the on­ly choice that is clear and un­am­bigu­ous. All the oth­er choic­es con­tain mis­placed mod­ifiers, re­sult­ing in un­clear and il­log­ical state­ments. 259. c. This is the on­ly choice that is gram­mat­ical­ly cor­rect. Choic­es a and d use the verbs in­cor­rect­ly. Choice b us­es a in­stead of an be­fore an­thol­ogy. –AN­SWERS– 114

Sec­tion 4: Mod­ifiers SET 24 (Page 44) 260. b. In this sen­tence, loud mod­ifies the verb screamed. The ad­verb loud­ly should be used in­stead of loud. 261. e. Be­cause there are no er­rors in this sen­tence, choice e is the cor­rect an­swer. 262. d. This sen­tence makes a com­par­ison be­tween Frie­da and two oth­er girls (three peo­ple); there­fore, the su­perla­tive tallest should be used. Tal le r, the com­par­ative form, is in­cor­rect be­cause it com­pares on­ly two peo­ple. 263. e. Be­cause there are no er­rors in this sen­tence, choice e is the best an­swer. 264. e. Be­cause there are no er­rors in this sen­tence, choice e is the best an­swer. 265. d. The dou­ble com­par­ative more co­zi­er is re­dun­dant; just the com­par­ative word co­zi­er is suf­fi­cient to con­vey the idea that New York movie the­aters will be­come more com­fort­able with the ad­di­tion of love seats. 266. e. Be­cause there are no er­rors in this sen­tence, e is the best an­swer. 267. a. In this sen­tence, close at­tempts to mod­ify the verb re­sem­ble. The ad­verb close­ly should be used in­stead of close. 268. d. This sen­tence makes a com­par­ison be­tween many house guests. There­fore, the su­perla­tive word most should be used. More on­ly com­pares two things. 269. c. In this sen­tence, hes­itant at­tempts to mod- ify the verb walked. The ad­verb hes­itant­ly should be used in­stead of hes­itant. 270. a. Use bad when mod­ify­ing a noun; use bad­ly when mod­ify­ing a verb. The verb treat­ed should be mod­ified by the ad­verb bad­ly, not the ad­jec­tive bad. SET 25 (Page 46) 271. a. The miss­ing phrase mod­ifies the verb are armed and cre­ates a com­par­ison be­tween two types of peo­ple, heroes and vil­lains. There­fore, you need a com­par­ative form of the ad­verb heav­ily. 272. c. The com­par­ison is be­tween two things, a cake made last week and a cake made this week; choic­es a and d can be ruled out. Choice b, more bet­ter, is re­dun­dant. Choice c, bet­ter, is the best choice to make the com­par­ison. 273. d. The miss­ing phrase mod­ifies the verb; there­fore the sen­tence re­quires an ad­verb. Choic­es a and b are ad­jec­tives and can be ruled out. Choice c makes an un­nec­es­sary com­par­ison. 274. b. The com­par­ison is be­ing made among three broth­ers; there­fore, this sen­tence re­quires a su­perla­tive. Choic­es a and c on­ly com­pare two things, and choice d is re­dun­dant. 275. a. The miss­ing phrase mod­ifies a noun and makes a com­par­ison be­tween two things, what he thought and what it was; there­fore the sen­tence re­quires a com­par­ative ad­jec­tive. Choice b is an ad­verb. Choice c does not make a com­par­ison, and choice d is a su­perla­tive, a com­par­ison of three or more things. Choice a, more ter­ri­fy­ing, is the best choice. 276. d. Use few­er with nouns that can be count­ed. –AN­SWERS– 115

SET 26 (Page 46) 277. d. Ad­jec­tives mod­ify nouns and ad­verbs mod­ify verbs. In choice d, the ad­jec­tives fright­en­ing and un­hap­py cor­rect­ly mod­ify the noun end­ing. In choic­es a and b, the ad­verb fright­en­ing­ly in­cor­rect­ly at­tempts to mod­ify a noun. In choice c, the ad­verb— un­hap­pi­ly—in­cor­rect­ly at­tempts to mod­ify a noun. Choice e is un­nec­es­sar­ily wordy. 278. b. The sen­tence makes a com­par­ison be­tween Adela and all oth­er mem­bers of the gradu- at­ing class; there­fore, the su­perla­tive form most should be used. Choic­es a and d are wrong be­cause they use the com­par­ative more.Choicec is wrong be­cause the word im­por­tant­ly is an ad­verb and can­not mod­ify the noun mem­ber. Choice e is wrong be­cause it us­es the word like in­cor­rect­ly. 279. a. The word than is a con­junc­tion used to in­di­cate a com­par­ison, and used as a con­junc­tion, it is fol­lowed by the the pro­noun I. The word con­ser­va­tive­ly is an ad­verb mod­ify­ing the verb dress­es. Choice a is the on­ly one that cor­rect­ly makes the com­par­ison and us­es the ad­verb cor­rect­ly. 280. e. This is the cor­rect choice be­cause the sen­tence does not con­tain a dou­ble neg­ative. The oth­er choic­es ei­ther use two neg­ative words with­in a sin­gle sen­tence or use an in­cor­rect com­par­ative form of easy. 281. a. The sen­tence com­pares an in­di­vid­ual and an en­tire crowd of in­di­vid­uals; there­fore, it re­quires a su­perla­tive. On­ly choice a co­her­ent­ly us­es the su­perla­tive hap­pi­est to make the com­par­ison among all the many peo­ple in the crowd. 282. d. When a com­par­ison is made, the word few­er is used with nouns that can be count­ed; the word less is used with quan­ti­ties that can­not be count­ed. 283. d. This sen­tence makes a com­par­ison be­tween strip min­ing and all oth­er types of min­ing; there­fore, it re­quires a su­perla­tive. Choic­es a and b com­pare on­ly two things while choice e in­ap­pro­pri­ate­ly us­es an ad­verb. Choice c us­es a dou­ble su­perla­tive and is re­dun­dant. SET 27 (Page 47) 284. d. There are no er­rors. 285. a. The ad­jec­tive sad should be re­placed with the ad­verb sad­ly, which cor­rect­ly mod­ifies the verb wan­dered. 286. a. This sen­tence con­tains a dou­ble neg­ative. 287. d. There are no er­rors. 288. d. There are no er­rors. 289. a. This sen­tence has a us­age er­ror: few­er cook­ies, not less cook­ies. 290. d. There are no er­rors. 291. a. Be­tween is on­ly used to re­fer to two things. Among is the cor­rect word to use in this sen­tence. 292. d. There are no er­rors. 293. c. Most aw­fulest is a dou­ble su­perla­tive, and there­fore re­dun­dant. Sec­tion 5: Para­graph De­vel­op­ment SET 28 (Page 50) 294. a. This is the best choice be­cause it is the on­ly one that refers to re­cy­cling con­tain­ers, which is the main fo­cus of this para­graph. The oth­er choic­es are state­ments about re­cy­cling in gen­er­al. 295. b. This is the on­ly choice that men­tions telecom­mut­ing, which is the main fo­cus of this para­graph. The oth­er choic­es are too gen­er­al. –AN­SWERS– 116

296. c. This choice refers to “un­rea­son­able search­es,” which is the main fo­cus of this para­graph. Choice a can be ruled out be­cause this idea is not de­vel­oped by the oth­er two sen­tences. Choic­es b and d do not re­late to the top­ic of un­rea­son­able search­es. 297. b. This choice clear­ly fits with the main fo­cus of the para­graph, which is the skill that is need­ed to hand-​rear or­phaned ba­by birds. Choice a is too vague to be a top­ic sen­tence. Choic­es c and d in­tro­duce oth­er top­ics. 298. c. The main fo­cus of the para­graph is the height of a wave. This is the on­ly choice that in­tro­duces that top­ic. 299. a. The para­graph ex­press­es the writ­er’s opin- ion about re­spect for the law. Choic­es b and d can be ruled out be­cause they are ir­rele- vant to the main top­ic. Choice c can al­so be elim­inat­ed be­cause it dis­cuss­es re­spect for oth­er peo­ple, not re­spect for the law. 300. b. Choice b ad­dress­es both of Gary’s van­ities: his per­son and his sit­ua­tion. Choice a deals on­ly with Gary’s van­ity of per­son. Choice c deals on­ly with his van­ity of po­si­tion. Choice d is not sup­port­ed in the pas­sage. 301. d. Chang­ing the course of his­to­ry and na­tions go­ing to war im­plies that the sub­ject of the para­graph is his­to­ry; these phras­es al­so con­note dan­ger and in­trigue. 302. a. This is the on­ly choice that is in keep­ing with the main fo­cus of the para­graph. Al­though dogs are men­tioned in the para­graph, choic­es b and c can be ruled out be­cause Sen­tences 2 and 3 do not log­ical­ly fol­low ei­ther choice. 303. b. This choice fo­cus­es the para­graph by speak­ing of a par­tic­ular pat­terned cor­ri­dor, as is de­scribed in the rest of the para­graph. Choic­es a and c on­ly speak of pat­terned cor­ri­dors in gen­er­al. Choice d is con­tra­dict­ed in the pas­sage. 304. b. This choice is most rel­evant to the rest of the para­graph, which is about pro­tect­ing chil­dren from swal­low­ing dan­ger­ous med­ica­tions. Choic­es a and d do not men­tion dan­ger; choice c does not men­tion pro­tec­tion and is al­so writ­ten in a dif­fer­ent style than the rest of the para­graph. 305. a. This sen­tence con­trasts writ­ers who en­dan­ger their lives in or­der to have some­thing to write about with those who do not. The rest of the para­graph il­lus­trates this state­ment. Choice b is too broad. Choic­es c and d con­tain el­ements not ex­pressed in the pas­sage. 306. d. This choice specif­ical­ly de­fines the kind of hearsay ev­idence that is ad­mis­si­ble in a tri­al and would be log­ical­ly fol­lowed by a def­ini­tion of the kind of hearsay ev­idence that is in­ad­mis­si­ble. It works bet­ter as a top­ic sen­tence than choice c, which is more gen­er­al. Choic­es a and b con­tra­dict the rest of the para­graph. 307. c. Choice c is the on­ly choice that pre­pares the read­er for the fact that the para­graph con­sti­tutes a set of in­struc­tions for work­ers. 308. d. Choice d is the on­ly sen­tence that fo­cus­es on both the tick­ler and its use­ful­ness to sec- re­taries, and there­fore is rel­evant to all the oth­er sen­tences in the para­graph. Choic­es a and b are too gen­er­al to ef­fec­tive­ly fo­cus the para­graph; choice c is too nar­row. 309. c. This choice fo­cus­es most sharply on the main top­ic of the para­graph—mus­cle at­ro­phy and bone loss. Choic­es a and b are too broad to guide the read­er to the fo­cus of the para­graph. Choice d is too lim­it­ed. 310. a. The word rather in­di­cates a con­trast to what­ev­er came be­fore. Choice a is the on­ly sen­tence that guides the read­er to the con- trast be­tween the old def­ini­tion of asth­ma and the new. Choic­es b and c are less pre- cise­ly re­lat­ed to the new un­der­stand­ing of asth­ma. Choice d is not re­lat­ed at all. –AN­SWERS– 117

311. a. Choice a is more spe­cif­ic than the oth­er choic­es and more sharply fo­cused to­ward the en­tire para­graph. Choic­es b and d are more vague and gen­er­al, and choice c is writ­ten in a slight­ly dif­fer­ent, more up­beat style. SET 29 (Page 55) 312. a. Choice a ex­pands on the top­ic sen­tence. Choic­es b and c do not re­late di­rect­ly to in­door pol­lu­tion. The style of choice d is more in­for­mal than that of the top­ic sen­tence. 313. c. This choice di­rect­ly il­lus­trates the top­ic sen­tence. Choice a does not men­tion the Mid­dle Ages, choice b does not men­tion red hair, and choice d is un­re­lat­ed to the top­ic sen­tence. 314. a. Choice a re­lates di­rect­ly to self-​med­ica­tion. The oth­er choic­es do not. 315. c. The idea ex­pressed in the top­ic sen­tence is coun­ter­in­tu­itive, as stat­ed in choice c. (The words This idea al­so gives an im­por­tant clue, since an idea is the sub­ject of the top­ic sen­tence.) The oth­er choic­es do not re­late di­rect­ly to the na­ture of light. 316. b. Choice b elab­orates on the top­ic sen­tence. Choic­es a and c are not re­lat­ed to it. Choice d is wrong be­cause al­though it is true, and it is e-​mail-​re­lat­ed, it is not re­lat­ed to the top­ic sen­tence which fo­cus­es on the ef­fect that e-​mail has on of­fice work­ers. 317. c. Choice c ex­pands on the list of good rea­sons to eat or­gan­ic food. The oth­er choic­es are sim­ply neu­tral facts. 318. d. Choice d helps ex­plode the myth spo­ken of in the top­ic sen­tence by giv­ing al­ter­na­tives to stu­dent loans. The oth­er choic­es do not deal di­rect­ly with the idea ex­pressed in the top­ic sen­tence. 319. b. The top­ic sen­tence is ob­vi­ous­ly from a con- tract and speaks of an agree­ment. Choice b goes on to ex­plain, in the lan­guage of a con- tract, what that agree­ment is and so is more close­ly re­lat­ed to the top­ic sen­tence than the oth­er choic­es. 320. d. This is the on­ly choice that log­ical­ly fol­lows the top­ic: It pro­vides a pos­si­ble rea­son why Amer­icans are fas­ci­nat­ed with re­al­ity tele­vi­sion. The oth­er choic­es do not fol­low the top­ic sen­tence. 321. d. On­ly this choice deals with learn­ing how to ac­cept one­self and then re­late it to an­oth­er per­son. Choic­es a and c are both ir­rel­evant to the top­ic sen­tence. Choice b states the ex­act op­po­site of the top­ic sen­tence. 322. a. This is clear­ly the on­ly choice that log­ical­ly fol­lows the state­ment about ju­ries in colo­nial times. Choic­es b and c can be ruled out be­cause they do not re­fer back to colo­nial times. Choice d refers to colo­nial times but not to ju­ries. 323. c. This choice de­vel­ops the top­ic sen­tence by pro­vid­ing in­for­ma­tion about what a land­sca­per would rec­om­mend un­der these con­di­tions. Choic­es a, b, and d veer away from the top­ic. 324. b. This is the on­ly choice that de­vel­ops the top­ic sen­tence. Choice a does not even men­tion gingko. Choice c is re­dun­dant be­cause Eu­rope is part of the world. Choice d, by re­fer­ring to an old study, veers com­plete­ly away from the top­ic. 325. a. This is the best choice be­cause it di­rect­ly fol­lows the in­for­ma­tion that the earth is an­cient and com­plex. Choice b changes the top­ic to mam­mals. Choice c al­so strays from the top­ic sen­tence. Choice d changes the top­ic to Dar­win. –AN­SWERS– 118

SET 30 (Page 59) 326. d. The pas­sage is about the cas­sowary bird, not about hu­man be­ings. Sen­tence 4 is ir­rel­evant to the top­ic. 327. c. The pas­sage is about the na­ture of sto­ry­telling and has noth­ing to do with writ­ing pro­grams. 328. b. The pas­sage has to do with Caribbean cui­sine. Peo­ple trav­el­ing to the Caribbean for va­ca­tion is ir­rel­evant to the main top­ic. 329. c. The fo­cus of the para­graph is rata­touille, not zuc­chi­ni. 330. c. This is the on­ly sen­tence that does not men­tion sleep­walk­ing, which is the sub­ject of the pas­sage. 331. d. Al­though there is a con­nec­tion be­tween Ly­me dis­ease and deer ticks, this con­nec­tion is not made in the para­graph. 332. d. The first three sen­tences are writ­ten in an ob­jec­tive, pro­fes­sion­al tone. The tone of Sen­tence 4 is much more per­son­al and sub­jec­tive so even though it says some­thing about a harp, it is quite out of char­ac­ter in this para­graph. 333. b. This is the on­ly sen­tence that men­tions re­li­gion or any hu­man ac­tiv­ity at all. The oth­er sen­tences de­fine the sol­stices in lay sci­ence terms. 334. a. The oth­er three sen­tences ob­jec­tive­ly dis­cuss the role and qual­ifi­ca­tions of a me­te­orol­ogist. Sen­tence 1 tells us what peo­ple think of weath­er fore­cast­ers. Its tone is al­so much more ca­su­al than the rest of the para­graph. 335. b. This choice has the ob­jec­tive tone of a text­book and is a gen­er­al state­ment. The oth­er choic­es de­scribe a par­tic­ular child and are writ­ten in a fic­tion­al style. 336. b. Choic­es a, c, and d list spe­cif­ic char­ac­teris- tics of the two dif­fer­ent types of ghosts, benev­olent (good) and malev­olent (bad). Choice b is just an iron­ic ob­ser­va­tion on the gen­er­al sub­ject of ghosts. 337. d. Choic­es a, b, and c deal with the char­ac­ter­is­tics of so­ciopaths. Choice d sim­ply talks about crim­inals, most of whom are dis­tin­guished from so­ciopaths in the very first sen­tence. 338. b. This choice has Eleanor Roo­sevelt as its fo­cus. The oth­er choic­es fo­cus on Jessie Street. 339. a. Choice a ad­dress­es the ben­efits of be­ing able to ex­er­cise even if the weath­er is bad. The re­main­der of the para­graph fo­cus­es on the ben­efits of ex­er­cis­ing with­out fan­cy equip­ment or health clubs. 340. c. The para­graph as a whole deals with mak­ing the most of a staff’s tal­ents. It is al­so writ­ten di­rect­ly to the su­per­vi­sor. The word you is used in ev­ery sen­tence ex­cept choice c. Not on­ly does choice c use a dif­fer­ent tone and voice, but it al­so dis­cuss­es a pro­gram that is de­signed to re­ward em­ploy­ees and veers away from the main top­ic. 341. c. This choice is a gen­er­al state­ment about CO poi­son­ing. The oth­er choic­es all re­late to a fire­fight­er’s spe­cif­ic du­ties in deal­ing with vic­tims of CO poi­son­ing. SET 31 (Page 62) 342. d. This is the cor­rect chrono­log­ical or­der of the events de­scribed in the para­graph. 343. c. Sen­tence 2 gives an overview of what the para­graph is about. Sen­tence 3 gives spe­cif­ic rea­sons why Sen­tence 2 is cor­rect. Sen­tence 1 gives the rea­son why Sen­tence 3 is cor­rect. –AN­SWERS– 119

344. b. Sen­tence 1 pro­vides a state­ment about adding a treat to a child’s lunch­box pe­ri­od­ical­ly and gives no in­di­ca­tion, by its tone or its word­ing, that it is based up­on any oth­er sen­tence. Sen­tence 4 tells us that in spite of the truth in that state­ment, it is best, as a gen­er­al rule, to pro­vide healthy snacks and it us­es the word how­ev­er, which in­di­cates that it is re­spond­ing to an­oth­er idea which we’ve al­ready heard. Sen­tence 2 with the word usu­al­ly, gives a def­ini­tion of what is con­sid­ered a healthy snack. Sen­tence 3 goes on to pro­vide spe­cif­ic ex­am­ples of healthy snacks. 345. b. Sen­tence 3 is the top­ic sen­tence and states the main goal of the neigh­bor­hood as­so­cia- tion. Sen­tence 2 goes on to cite spe­cif­ic tasks that help the as­so­ci­ation achieve that goal. Sen­tence 1, with the word Ad­di­tion­al­ly,tells us that there is one more thing the as­so­cia- tion does, even though it is a less fre­quent and less pri­ma­ry re­spon­si­bil­ity. 346. a. In this choice, the or­der is chrono­log­ical. In Sen­tence 4, they take Grand­ma to the Grey- hound sta­tion. In Sen­tence 2, the bus has not yet moved away from the sta­tion. In Sen­tence 1, the bus jolts away but is still in town. In Sen­tence 3, the bus (at least in the nar­ra­tor’s mind) is out on the open high­way. 347. a. Sen­tence 1 is the top­ic sen­tence. Sen­tence 4 de­fines the term dou­ble jeop­ardy used in Sen­tence 1; Sen­tence 2 gives an­oth­er def­ini­tion, sig­naled by al­so; sen­tence 3 be­gins with the word Fi­nal­ly and gives the last def­ini­tion. 348. c. Sen­tence 3 is clear­ly the lead sen­tence as it tells us some­thing about the new em­ploy­ee hand­book and is in no way based on in­for­ma­tion pro­vid­ed in the oth­er two sen­tences. Sen­tence 2 us­es the word al­so to in­di­cate that it is telling us some­thing else about the hand­book, some­thing that adds to a fact we’ve al­ready been told. Sen­tence 1, which is mak­ing a gen­er­al­iza­tion about the new poli­cies, is based on in­for­ma­tion we al­ready know from Sen­tences 3 and 2. Be­cause of this, it can on­ly fol­low these sen­tences and not pre­cede them. 349. a. Sen­tence 2 sets the stage—this is a mem­ory. Af­ter that, the or­der is chrono­log­ical: In Sen­tence 1, the man tries to teach his son how to pitch. In Sen­tence 4, he wasn’t in­ter- est­ed, so he gave up. Sen­tence 3 log­ical­ly fol­lows—the mem­ory of giv­ing up makes him feel sad and guilty. 350. d. Sen­tence 4 sets the read­er up to ex­pect a dis­cus­sion of a pro­ce­dure, the writ­ing of re­ports of a fire. Sen­tence 3 tells how you can find the right re­port forms. Sen­tence 1 leads log­ical­ly in­to Sen­tence 2. 351. a. Sen­tence 2 is the top­ic sen­tence. Sen­tence 1 pro­vides rea­sons for the pro­ce­dure de­scribed in the top­ic sen­tence. Sen­tence 3 gives fur­ther def­ini­tion as a con­clu­sion. 352. d. The word Yet at the be­gin­ning of Sen­tence 1 is a clue that this is not the be­gin­ning sen­tence. Sen­tences 4 and 1 are the on­ly ones that log­ical­ly fol­low each oth­er, so the oth­er choic­es can be ruled out. 353. c. Sen­tence 1 is the top­ic sen­tence and states the gen­er­al sit­ua­tion. Sen­tence 2 pos­es a ques­tion about the sit­ua­tion in the top­ic sen­tence. Sen­tence 4 of­fers the re­sponse. Sen­tence 3 con­cludes the para­graph as it gives a re­minder about the orig­inal goal. 354. b. Sen­tence 2 is the top­ic sen­tence, in­tro­duc- ing the sub­ject. Sen­tence 3 ex­pands the top­ic, and Sen­tence 1 gives more def­ini­tion to the Na­tive Amer­ican art form. 355. a. This is the on­ly log­ical or­der for the para­graph. Sen­tence 1 in­tro­duces the top­ic; Sen­tences 2 and 3 de­vel­op the top­ic. –AN­SWERS– 120

SET 32 (Page 65) 356. b. Para­graph 2 con­tra­dicts the mis­con­cep­tions po­ten­tial adopters of rac­ing grey­hounds might have about the breed. Choice b states that cer­tain pop­ular be­liefs about grey- hounds are er­ro­neous and acts as a tran­si- tion to the facts that fol­low in the para­graph. Choice a does not fo­cus on con- tra­dict­ing the mis­in­for­ma­tion; al­so, the phrase even so ap­pears to agree with the mis­con­cep­tions rather than con­tra­dict them. Choice c does not fo­cus on the ar­gu- ment; in­stead, it re­peats in­for­ma­tion giv­en in the pre­vi­ous sen­tence. Choice d, rather than sup­port­ing the main pur­pose of the para­graph—which is to dis­pel myths about rac­ing grey­hounds—ac­tu­al­ly con­tra­dicts in­for­ma­tion in Parts 6 and 7. 357. b. The pos­ses­sive pro­noun their is cor­rect. 358. c. This choice is the best be­cause it re­tains the writ­er’s in­for­mal, re­as­sur­ing tone and be­cause the in­for­ma­tion in it fur­thers the pur­pose of this para­graph—i.e., the suit­abil­ity of grey­hounds as house­hold pets. This re­sponse al­so is clear­ly di­rect­ed at a gen­er­al au­di­ence of house­hold­ers. Choice a is in­cor­rect be­cause the in­for­ma­tion does not keep with the top­ic of the para­graph; al­so, the tone set by the in­clu­sion of a pre­cise statis­tic is too for­mal. Choice b re­tains the in­for­mal tone of the se­lec­tion but it pro­vides in­for­ma­tion al­ready giv­en in the first para­graph and not suit­able to the pur­pose of this para­graph. The tone in choice d is ar­gu­men­ta­tive, which de­feats the au­thor’s pur­pose of try­ing to re­as­sure the read­er. 359. c. This ques­tion tests the abil­ity to rec­og­nize a sen­tence frag­ment. Al­though choice c does in­clude a sub­ject and a verb, it is a de­pend- ent clause be­cause it be­gins with the ad­verb when. Choic­es a, b, and d are all stan­dard sen­tences. 360. a. This ques­tion as­sess­es the abil­ity to recog- nize re­dun­dan­cy in a sen­tence. Choice a re­moves the re­dun­dan­cy of Part 8 by tak­ing out the word al­so, which re­peats the mean- ing of the in­tro­duc­to­ry phrase in ad­di­tion to. Choic­es b and c in­volve chang­ing sin­gu- lar nouns to plu­ral and plu­ral pos­ses­sive nouns, which is not nec­es­sary and would make the sen­tence gram­mat­ical­ly in­cor­rect. Choice d would change the mean­ing of the sen­tence in­cor­rect­ly. The at­ti­tude of the com­mu­ni­ty to­ward young peo­ple is be­ing re­port­ed, not what young peo­ple have re­port­ed about the com­mu­ni­ty at­ti­tude. 361. c. Choice c pro­vides a fact that sup­ports and ex­pands up­on the in­for­ma­tion giv­en in the pre­vi­ous sen­tences. The first two sen­tences tell us about the pro­gram’s suc­cess and the plans for ex­pand­ing it. The third sen­tence builds up­on these ideas by pro­vid­ing de­tailed in­for­ma­tion about the re­sults of the pro­gram and who was in­volved. Choice a changes the sub­ject of this para­graph. This para­graph is about the pro­gram in a spe­cif­ic school dis­trict and choice a makes a com­ment about oth­er school dis­tricts, which may be true, but which is not re­lat­ed to the top­ic of this par­tic­ular para­graph. Choice b adds a de­tail about the pro­gram but it is a sin­gle de­tail as op­posed to a con­clu­sive, sum­ma­riz­ing sen­tence that gives us a clear idea of the pro­gram specifics. Choice d, which men­tions the pos­si­bil­ity of oth­er pi­lot pro­grams, again, changes the sub­ject and veers away from the main top­ic of this para­graph which is the Mu­ral Paint­ing Pro­gram with­in this par­tic­ular school dis­trict. –AN­SWERS– 121

362. d. This ques­tion tests the abil­ity to rec­og­nize stan­dard sen­tence struc­ture. Part 2 is an in­cor­rect­ly punc­tu­at­ed com­pound sen­tence, a com­ma splice. Choice d cor­rect­ly joins the two sim­ple sen­tences in­to a com­pound one by us­ing a semi­colon in place of the com­ma. Choice a cre­ates an er­ror in sub­ject-​verb agree­ment. Choice b is in­cor­rect be­cause a dash can­not join two sim­ple sen­tences in­to a com­pound one. Choice c turns the first phrase of the sen­tence, De­cid­ing on the ham­burg­er steak spe­cial, in­to a dan­gling mod­ifi­er. 363. b. This ques­tion as­sess­es the abil­ity to rec­og­nize the cor­rect use of mod­ifiers. The phrase Af­ter tast­ing each of the dish­es on my plate is a dan­gling mod­ifi­er; the sen­tence does not have a sub­ject pro­noun this phrase could mod­ify. Choice b is cor­rect be­cause it sup­plies the miss­ing sub­ject pro­noun I. Choic­es a, c, and d are in­cor­rect be­cause they let the mod­ifi­ca­tion er­ror stand; none of them pro­vide a sub­ject pro­noun the phrase could mod­ify. SET 33 (Page 67) 364. b. This ques­tion as­sess­es the abil­ity to rec­og­nize the cor­rect agree­ment of sub­ject and verb. Choice b is cor­rect be­cause it us­es the third-​per­son sin­gu­lar of the verb to be, is, which agrees in num­ber and in per­son with the sub­ject one. Choice a is wrong be­cause it does not cor­rect the sub­ject-​verb agree­ment prob­lem; in­stead, it re­moves an op­tion­al com­ma be­tween lo­ca­tion and and. Choice c is in­cor­rect be­cause it does not cor­rect the agree­ment er­ror, in­stead, it makes an un­nec­es­sary change in vo­cab­ulary from in­crease to en­hance. Choice d is in­cor­rect be­cause it does not cor­rect the agree­ment prob­lem; in­stead, it cre­ates an er­ror by mis­plac­ing the mod­ifi­er on­ly di­rect­ly af­ter the semi­colon. 365. d. This ques­tion tests the abil­ity to rec­og­nize the log­ical con­nec­tion of ideas in a para- graph and to rec­og­nize gram­mat­ical con­sis- ten­cy. Choice d gives a gen­er­al piece of ad­vice (start walk­ing), which is fol­lowed by two sen­tences that point to things that will re­sult from fol­low­ing this ad­vice. Choice a is in­cor­rect be­cause al­though it does give a gen­er­al piece of ad­vice that would make sense at the be­gin­ning of this para­graph, it con­tains an er­ror in the pro­noun/an­tecedent agree­ment (us­ing the pro­noun peo­ple, which dis­agrees in per­son with the an­tecedent you). Choice b is in­cor­rect be­cause it in­cludes oth­er forms of phys­ical ac­tiv­ity (jog­ging, bi­cy­cling) that are off the top­ic (walk­ing) and are ir­rel­evant to the de­vel­op­ment and or­der of ideas in the pas­sage. Choice c is in­cor­rect be­cause it con­tains the same pro- noun/an­tecedent agree­ment prob­lem as choice a, and the sen­tence does not re­spect the or­der of ideas in the para­graph; it re­turns, in the third para­graph of the pas- sage, to in­for­ma­tion and ideas that are more ap­pro­pri­ate to the first para­graph. 366. a. Choice a is cor­rect be­cause a com­ma af­ter the word re­wards in Part 3 clos­es off the par- en­thet­ical phrase be­tween the sub­ject, physi- cal ac­tiv­ity, and the pred­icate, will. Choice b is in­cor­rect be­cause it in­tro­duces an in­com- plete com­par­ison in­to Part 1. Choice c is in­cor­rect be­cause it adds an un­nec­es­sary com­ma in­to Part 5. Choice d is in­cor­rect be­cause it adds a mis­placed colon to Part 2. 367. b. The word ap­praised, mean­ing judged,does not make sense in the con­text; the cor­rect word for the con­text is ap­prised, mean­ing in­formed. Choic­es a, c, and d are all in­cor­rect be­cause the words in­crim­inate, cri­te­ria, and as­cer­tain are all used cor­rect­ly in con­text. –AN­SWERS– 122

368. c. The in­for­ma­tion in Part 5 con­tin­ues the de­scrip­tion of what judges must as­cer­tain about such cas­es, which be­gan in Part 3. Skip­ping next to the re­spon­si­bil­ities of of­fi- cers and back to judges, as hap­pens in the pas­sage as it stands, is con­fus­ing. Choic­es a and b are in­cor­rect be­cause they in­tro­duce ex­am­ples be­fore the pas­sage states what the ex­am­ples are sup­posed to show. Choice d is in­cor­rect be­cause delet­ing Part 2 re­moves the state­ment from which all the para- graph’s ex­am­ples and in­for­ma­tion fol­low. 369. c. Part 4 con­tains a run-​on sen­tence; the con­junc­tion how­ev­er re­quires the use of ei­ther a colon or semi­colon be­fore it in or­der to link two sen­tences. The oth­er choic­es are in­cor­rect be­cause the parts they in­di­cate con­tain stan­dard sen­tences. 370. d. This choice pro­vides the plu­ral re­flex­ive pro­noun them­selves, which agrees in num- ber and per­son with the sub­ject, Those. Choice a is in­cor­rect be­cause it pro­vides the verb com­bine which does not agree in per- son or in num­ber with the sub­ject, snow- board­ing. Choice b is in­cor­rect be­cause it re­moves a hy­phen nec­es­sary to the cre­ation of com­pound ad­jec­tives. Choice c is in­cor- rect be­cause it changes the verb to the past tense, which does not agree with the present tense used through­out the para­graph. 371. b. The top­ic of the para­graph is about the ecol­ogy of an area; it does not specif­ical­ly ad­dress en­vi­ron­men­tal or­ga­ni­za­tions. 372. c. Since the term en­vi­ron­men­tal groups is not a prop­er noun, it does not need to be cap­ital­ized. Choic­es a, b, and d are gra­mat­ical­ly in­cor­rect. 373. b. Part 5 con­tains the com­par­ative form more, but the sen­tence on­ly in­cludes one side of the com­par­ison. The phrase some­one . . . may feel more tired is an in­com­plete com­par­ison be­cause it does not state what peo­ple feel more tired than. Choic­es a, c, and d are in­cor­rect be­cause these parts do not con­tain in­com­plete or faulty com­par­isons. 374. a. This ques­tion re­quires the abil­ity to in­fer the log­ical re­la­tion­ships be­tween ideas in a se­quence. In this case, re­la­tion­ships are, first, be­tween stat­ed fact and the con­clu­sion or hy­poth­esis drawn from the fact (Since); and, sec­ond, be­tween the hy­poth­esis and a par­tic­ular il­lus­tra­tion sup­port­ing the hy­poth­esis (For ex­am­ple). SET 34 (Page 70) 375. d. This ques­tion calls on the abil­ity to iden­ti­fy stan­dard us­age of the pos­ses­sive. Choice d is cor­rect be­cause the word re­searchers is ac­tu- al­ly a pos­ses­sive noun, and so an apos­tro- phe must be added. Choic­es a and c are in­cor­rect be­cause they sub­sti­tute mis­used homonyms for the words giv­en. Choice b is in­cor­rect be­cause it con­tains a faulty pro- noun/an­tecedent—the mi­cro­probes have a diminu­tive width, not the brain. 376. b. In Part 4, the ad­verb typ­ical­ly is mis­used as an ad­jec­tive to mod­ify the noun wire. The oth­er choic­es do not con­tain non­stan­dard us­es of mod­ifiers. 377. c. The phras­es since they [mi­cro­probes] are slight­ly thin­ner than a hu­man hair and be­cause of their [mi­cro­probes’] diminu­tive width con­tain the same in­for­ma­tion. 378. b. The pred­icate does not match the sub­ject gram­mat­ical­ly, which is nec­es­sary when us­ing the verb is: A pas­sen­ger-​cre­at­ed dis­tur­bance doesn’t match by play­ing . . . or cre­at­ing. –AN­SWERS– 123

379. c. This choice makes use of par­al­lel struc­ture be­cause the list of the con­duc­tors’ obli­ga­tions are all ex­pressed in the same sub­ject/verb gram­mat­ical form: Con­duc­tors will wait, will al­low, will not al­low. In choic­es a, b, and d, the par­al­lelism of the list is thrown off by the last item in the list, which changes the sub­ject of its verb from op­er­ators to pas­sen­gers. 380. b. Part 6 con­tains a non­stan­dard use of a prepo­si­tion. The stan­dard id­iom is com­ply with rather than com­ply to. Choic­es a, c, and d do not con­tain non­stan­dard us­es of prepo­si­tions. 381. b. Part 6 con­tains a sen­tence frag­ment; the sen­tence is a de­pen­dent clause. Choic­es a, c, and d all re­fer to stan­dard sen­tences. 382. c. The main pur­pose of this para­graph is strict­ly in­for­ma­tion­al, to out­line Dr. Mi­ran­da Wood­house’s plan to re­duce the risks of heart dis­ease, and choice c fo­cus­es the read­er’s at­ten­tion on the four strate­gies that Dr. Wood­house pro­pos­es as part of this plan. Choice a con­tains seem­ing­ly con- tra­dic­to­ry in­for­ma­tion which is in no way im­plied or stat­ed in the para­graph. Choice b fo­cus­es on the life ex­pectan­cy rates of Amer­ican cit­izens and while low­er­ing heart dis­ease may boost life ex­pectan­cy rates, this para­graph does not deal with that at all. It fo­cus­es ex­clu­sive­ly on Dr. Wood­house’s plan for pre­vent­ing heart dis­ease. Choice d makes an ar­gu­men­ta­tive claim about one part of Dr. Wood­house’s plan, which is out of place in a para­graph that seeks on­ly to out­line the ba­sic strate­gies. 383. c. The pos­ses­sive pro­noun their is used er­ro­neous­ly in Part 9. There is the word that should be used. 384. c. A com­ma is nec­es­sary af­ter the first part of the sen­tence, which is an in­tro­duc­to­ry phrase. Choice a is in­cor­rect be­cause vis­it­ing Lon­don, Paris, and Rome was not de­pen­dent on her be­ing ten years old, so the word Be­cause doesn’t make sense. Choice b is in­cor­rect be­cause a com­ma af­ter Al­though is un­nec­es­sary and makes the sen­tence gram­mat­ical­ly in­cor­rect. Choice d is in­cor­rect be­cause the word breath­tak­ing is de­scrib­ing a noun (scenes) and re­quires an ad­jec­tive, not an ad­verb. Breath­tak­ing­ly is an ad­verb. 385. b. Part 2 con­tains a sen­tence frag­ment. Choic­es a, c, and d are in­cor­rect be­cause they all con­tain stan­dard sen­tences. 386. c. The semi­colon in Part 6 must be fol­lowed by an in­de­pen­dent clause, and here it is fol­lowed by a de­pen­dent clause. Choic­es a, b, and d are in­cor­rect be­cause they all con­tain stan­dard sen­tences. 387. b. The un­der­lined word in Part 7 needs to be made in­to a plu­ral noun. Choice a is in­cor­rect be­cause it is a sin­gu­lar noun which makes for in­cor­rect sub­ject-​verb agree­ment. Choic­es c and d are in­cor­rect be­cause they are pos­ses­sive. SET 35 (Page 73) 388. b. End quo­ta­tion marks must be in­sert­ed be­fore the tag phrase, says Warn­er. Choice a is in­cor­rect be­cause the quo­ta­tion marks are nec­es­sary to be­gin the quo­ta­tion again af­ter the tag phrase. Choice c is in­cor­rect be­cause the bev­er­age case is not a clause that should be set off with com­mas. It is es­sen­tial to the mean­ing of the sen­tence. Choice d is in­cor­rect be­cause than is a con­junc­tion used to com­pare things and is the word that should be used here. –AN­SWERS– 124

389. b. Mem­orize does not re­al­ly make sense in this con­text. A more ap­pro­pri­ate word might be mim­ic or im­itate. Choic­es a, c, and d are word choic­es that all make sense with­in the con­text of this para­graph. 390. d. Part 5 acts as a top­ic sen­tence for the ideas and quo­ta­tions in the third para­graph. Com­bin­ing Part 5 with para­graph 3 makes the sub­ject of the third para­graph clear­er to the read­er and brings in­for­ma­tion on the main top­ic to­geth­er in the same place. Choice a would not re­al­ly make any ma­jor dif­fer­ence in the para­graph and doesn’t do any­thing to help fo­cus at­ten­tion on the main idea. Choice b would make the main idea less, not more, clear. Choice c would just make for a much longer sen­tence with- out adding any em­pha­sis to the main idea. 391. c. The first para­graph men­tions that sav­ing room for herbs such as laven­der, sage, thyme, and pars­ley is a char­ac­ter­is­tic of a thrifty gar­den­er, but fails to ex­plain why it is a sign of thrift. Choice a is in­cor­rect be­cause it re­moves in­for­ma­tion that is vi­tal to ex­plain­ing why the plants men­tioned in Part 1 are ap­pro­pri­ate to a gar­den­er who has lit­tle time. Choice b is in­cor­rect be­cause re­vers­ing the or­der of the sen­tences moves the demon­stra­tive pro­noun these in Part 2 too far away from its an­tecedent. Choice d is in­cor­rect be­cause the pas­sage does not in­di­cate that grow­ing ros­es is easy in gen­er­al; rather, it sug­gests par­tic­ular types of ros­es (hardy species) as ap­pro­pri­ate to a gar­den that re­quires lit­tle time for main­te­nance. 392. a. This sen­tence cre­ates a tran­si­tion be­tween the idea of har­vest­ing food from a gar­den and the prop­er way of plant­ing in or­der to achieve a good yield of food. Choice b is in­cor­rect be­cause it is re­dun­dant, re­peat­ing in­for­ma­tion al­ready stat­ed in Part 5. Choice c con­tains in­for­ma­tion that is on the sub­ject mat­ter of the first para­graph and is, thus, off-​top­ic in the sec­ond. Choice d is off-​top­ic and does not match the main idea of the para­graph; it men­tions time- con­sum­ing work in a para­graph on the sub­ject of gar­den­ing that takes a mod­er­ate amount of time. 393. b. The word lav­ished should be sub­sti­tut­ed for lan­guished be­cause it makes no sense in the con­text. 394. c. Part 4 con­tains a non­stan­dard verb form, brung, as the past-​tense form of to bring; the cor­rect verb is brought. Choic­es a, b, and d are in­cor­rect be­cause they do not con­tain non­stan­dard us­ages of verbs. 395. b. Part 3 con­tains a sen­tence frag­ment, for there is no main verb in the sen­tence. Choic­es a, c, and d are in­cor­rect be­cause they are com­plete sen­tences. SET 36 (Page 75) 396. b. Part 3 re­quires a com­ma be­fore the co­or­di­nate con­junc­tion so. Choice d is in­cor­rect be­cause it al­ready shows a com­ma sep­arat­ing the two in­de­pen­dent claus­es. Choic­es a and c are in­cor­rect be­cause each con­tains on­ly one in­de­pen­dent clause. 397. a. This an­swer is in the sim­ple past tense, which is the tense used through­out the para­graph. Choic­es b, c, and d are in­cor­rect be­cause they sug­gest tens­es in­con­sis­tent with the tense of the rest of the para­graph. –AN­SWERS– 125

398. b. The con­text re­quires that the noun renown be re­placed by the ad­jec­tive renowned. Choice a is in­cor­rect be­cause the change to when makes no sense in the con­text; it would im­ply that Au­gus­tus grew up be­fore im­mi­grat­ing. Choice c in­cor­rect­ly in­serts the con­trac­tion of sub­ject and verb it is in a con­text where the pos­ses­sive pro­noun its is re­quired. Choice d is in­cor­rect be­cause it in­tro­duces a dic­tion er­ror in­to the sen­tence. 399. b. The semi­colon in Part 2 is used in­cor­rect­ly to in­tro­duce a list. In choic­es a, c, and d, the semi­colon cor­rect­ly sep­arates two in­de­pen­dent claus­es. 400. c. The ex­pres­sions year-​round and in all sea­sons re­peat the same idea. Choic­es a, b, and d are in­cor­rect be­cause none of these sen­tences con­tain un­nec­es­sary rep­eti­tion. Part 4 may seem to, at first; how­ev­er, the words hot and hu­mid are de­scribed in more in­ter­est­ing and spe­cif­ic terms in the sec­ond part of the sen­tence. 401. b. The sub­ject of Part 3 is cli­mate and there­fore re­quires the third-​per­son sin­gu­lar form of the verb to be—is. Choice c is in­cor­rect be­cause the com­ma is cor­rect­ly placed af­ter an in­tro­duc­to­ry phrase. Choice a in­cor­rect­ly in­serts the pos­ses­sive pro­noun its in a con­text where the con­trac­tion of sub­ject and verb it is is re­quired. Choice d is in­cor­rect be­cause the com­ma is nec­es­sary to close off the in­ter­rup­tive phrase, whether in the back coun­try or at es­tab­lished camp­grounds, be­tween the sub­ject and verb. 402. c. Part 7 pro­vides in­for­ma­tion about the high cost of health­care in­sur­ance. It doesn’t give in­for­ma­tion about the main top­ic of this pas­sage, which is how to choose a doc­tor. Choic­es a, b, and d are in­cor­rect be­cause all of these sen­tences pro­vide in­for­ma­tion about, and guide­lines for, choos­ing a doc­tor. 403. a. An ad­verb is re­quired here be­cause the word is be­ing used to add in­for­ma­tion to a verb (re­sponds). The cor­rect form of the word is quick­ly. Choice b is in­cor­rect be­cause the term more bet­ter is gram­mati- cal­ly in­cor­rect. Choice c is in­cor­rect be­cause in the con­text of this sen­tence, us­ing the past tense, ac­cept­ed, is not ap­pro­pri­ate. Choice d is in­cor­rect be­cause the sen­tence re­quires an ad­jec­tive here, not an ad­verb. 404. a. In Part 1, the ad­jec­tive good is mis­used as an ad­verb; it needs to be re­placed by the ad­verb well. 405. a. In Part 4, the verb as­sure, to make cer­tain, is non­sen­si­cal in the con­text; it should be re­placed by the verb as­sume, to sup­pose or take for grant­ed. Choic­es b, c, and d are in­cor­rect be­cause all these words are used prop­er­ly in their con­text. 406. d. The para­graph con­sis­tent­ly us­es the pro­noun you; there­fore, the in­con­sis­tent use of our should be re­placed by your. Choice a is in­cor­rect be­cause the com­ma is nec­es­sary be­fore the co­or­di­nate con­junc­tion but. Choice b is in­cor­rect be­cause in­ser­tion of a colon would in­cor­rect­ly di­vide a phrase. Choice c is in­cor­rect be­cause it would in­tro­duce an er­ror of tense shift in­to the para­graph. SET 37 (Page 78) 407. a. The word greek in Part 2 should be cap­ital­ized. Na­tion­al­ities and lan­guages re­quire cap­ital­iza­tion. Choice b is in­cor­rect be­cause a per­son’s ti­tle, giv­en be­fore his or her name, should be cap­ital­ized, while d is in­cor­rect be­cause the ti­tle should not be cap­ital­ized when no name is giv­en. Choice c is in­cor­rect be­cause the names of sea­sons are not cap­ital­ized. –AN­SWERS– 126

408. a. Part 1 con­tains a run-​on sen­tence. It re­quires a semi­colon af­ter the paren­the­ses and be­fore we. Choic­es b, c, and d are in­cor­rect be­cause the num­bered parts they in­di­cate all con­tain stan­dard sen­tences. 409. b. The con­text re­quires a word mean­ing to sur­ren­der or yield, so choice b is cor­rect. The oth­er choic­es are in­cor­rect be­cause each has the wrong mean­ing for the con­text of the sen­tence. 410. d. To make the pair of verbs in the sen­tence par­al­lel, over­look­ing should be changed to over­looks to match the form of the verb tow­ers. Choice a is in­cor­rect be­cause the change would con­vert Part 7 in­to a run-​on sen­tence. Choice b is in­cor­rect be­cause Irish, as the name of a peo­ple, must be cap­ital­ized. Choice c is in­cor­rect be­cause the word run­ning is func­tion­ing as an ad­jec­tive here; the verb run would make non­sense of the sen­tence. 411. d. A com­ma is re­quired af­ter an in­tro­duc­to­ry de­pen­dent clause. Choice a would in­tro­duce a com­ma fault, sep­arat­ing a verb from its ob­ject. Choice b is in­cor­rect be­cause the semi­colon would have to be fol­lowed by a com­plete sen­tence, which is not the case. Choice c is in­cor­rect be­cause re­mov­ing the colon would cre­ate a run-​on sen­tence. 412. c. Choic­es a and b would cause an un­war- rant­ed shift in tense from past (in which most of the pas­sage is writ­ten) to present. Choice d would change the cor­rect­ly writ­ten noun, ef­fect, to an in­cor­rect verb form. (Af­fect is a verb, ex­cept when used as a noun to de­note a per­son’s emo­tion­al ex­pres­sion, or lack there­of, as in: He has a joy­less af­fect.) 413. b. The ad­jec­tive shal­low in Part 5 ac­tu­al­ly mod­ifies the verb set; there­fore, the ad­jec- tive should be re­vised to be the ad­verb shal­low­ly. Choic­es a, c, and d are in­cor­rect be­cause none of them con­tain a non­stan- dard use of a mod­ifi­er. 414. c. The prop­er noun Lake must be made pos­ses­sive be­cause it is fol­lowed by the gerund ar­riv­ing. Choice a is in­cor­rect be­cause it in­tro­duces a com­ma fault in­to the sen­tence. Choic­es b and d in­tro­duce er­rors in dic­tion in­to the sen­tence. SET 38 (Page 414) 415. c. This para­graph is about how to han­dle busi­ness phone calls. Re­vers­ing the or­der of Parts 9 and 13 would cause the para­graph to fol­low the nat­ural or­der of the be­gin­ning to the end of a phone con­ver­sa­tion. Choice a is in­cor­rect be­cause the in­for­ma­tion in Part 9, though mis­placed, is es­sen­tial in­for- ma­tion and should not be delet­ed. Choice b is in­cor­rect be­cause both Parts 8 and 13 need to come near the be­gin­ning of the para­graph, for they con­tain in­for­ma­tion about han­dling mes­sages. Choice d is in­cor- rect be­cause the ad­di­tion of such a sen­tence would re­peat in­for­ma­tion al­ready giv­en or im­plied in the rest of the para­graph. 416. b. This sen­tence re­quires the ad­verb then in this con­text. Choice a is in­cor­rect be­cause it would in­tro­duce a prob­lem of agree­ment be­tween the pro­noun they and its an­tecedent pitch. Choice c is in­cor­rect be­cause it would in­tro­duce a prob­lem in sub­ject/verb agree­ment. Choice d is in­cor­rect be­cause the pos­ses­sive rather than the plu­ral of the noun boss is nec­es­sary in this con­text. –AN­SWERS– 127

417. d. The verb de­pend is, id­iomat­ical­ly, fol­lowed by the prepo­si­tion on; in Part 10, it is wrong­ly fol­lowed by in. Choic­es a, b, and c are in­cor­rect be­cause none of them con­tain non­stan­dard us­es of prepo­si­tions. 418. a. The an­tecedent of the pro­noun they in this sen­tence is some­one. Since some­one is sin­gu­lar, the cor­rect­ed sub­ject pro­noun should be he or she. 419. c. The sen­tence re­quires the con­trac­tion we’re, short for we are. It is all right to use a con­trac­tion be­cause the writ­er us­es con­trac­tions else­where in the pas­sage. Choice a is in­cor­rect be­cause it in­tro­duces an er­ror in mod­ifiers. Choice b is in­cor­rect be­cause a semi­colon must be fol­lowed, here, by a full sen­tence. Choice d is in­cor­rect be­cause the sin­gu­lar a dead­line would dis­rupt the par­al­lelism of the list, the oth­er el­ements of which are plu­ral. 420. a. Choice a is the most log­ical sen­tence be­cause it ad­dress­es the prin­ci­ples of the top­ic—Kwaan­za. Choic­es b, c, and d would sup­port choice a. They would not work as the top­ic sen­tence. 421. d. Part 2 con­tains a run-​on sen­tence. These two sen­tences should be sep­arat­ed with a pe­ri­od af­ter cul­ture. Choic­es a, b, and c are in­cor­rect be­cause they all con­tain stan­dard sen­tences. 422. a. An­oth­er sen­tence is need­ed to add the in­for­ma­tion that the pro­gram is on­ly for pas­sen­gers leav­ing the bus, not those board­ing it. This in­for­ma­tion is im­plied in the para­graph but not di­rect­ly stat­ed; with­out the di­rect state­ment, the para­graph is con­fus­ing, and the read­er must read be­tween the lines to get the in­for­ma­tion. Choice b is in­cor­rect be­cause it re­moves an im­por­tant in­struc­tion to drivers, rather than clar­ify­ing the para­graph’s point. Choice c is in­cor­rect be­cause it adds in­for­ma­tion that con­tra­dicts the point the para­graph is mak­ing. Choice d is in­cor­rect be­cause it would place in­ter­ven­ing ma­te­ri­al be­tween the ideas of what the pro­gram is and how it op­er­ates; it would dis­or­der the se­quence of ideas. 423. a. The sub­jec­tive pro­noun who is in­cor­rect­ly used to re­fer to the Stop Here Pro­gram; the pro­noun which would be a bet­ter choice. 424. b. Part 5 con­tains two sen­tences linked on­ly by a com­ma; a semi­colon is re­quired. Choic­es a, c, and d are in­cor­rect be­cause they all con­tain stan­dard sen­tences. 425. d. In Part 4, a semi­colon is used in­cor­rect­ly to in­tro­duce a list; it should be re­placed by a colon. Choice a is in­cor­rect be­cause this sen­tence would not make sense if the con­trac­tion we’re, which means we are, re­placed the verb were.Choiceb is in­cor­rect be­cause it would in­tro­duce a com­ma fault be­tween the sub­ject oth­ers and the verb were. Choice c is in­cor­rect be­cause the com­ma is need­ed to sep­arate items in a list. SET 39 (Page 82) 426. a. This para­graph is writ­ten with pow­er­ful verbs. Was look­ing is pas­sive and has lit­tle im­pact in the pas­sage. Choic­es b, c, and d use the ac­tive voice. 427. c. Part 3 says he were sure. He is sin­gu­lar and takes the verb was. Choic­es a, b, and d are in­cor­rect be­cause all verbs are used cor­rect­ly. 428. a. Cortez is a prop­er noun and should be­gin with a cap­ital let­ter. Choic­es b, c, and d would make the sen­tences gram­mat­ical­ly in­cor­rect. 429. a. Com­mas are used to sep­arate city from coun­try. Choic­es b, c, and d would make the sen­tences gra­mat­ical­ly in­cor­rect. –AN­SWERS– 128

430. b. Ti­tles of books are al­ways un­der­lined or ital­icized. Short sto­ries (choice a) are punc­tu­at­ed with quo­ta­tion marks. Au­thor’s names (choice c) are not ital­icized. Copy- rights do not need ital­ics (choice d). 431. a. Choice a is writ­ten in the tone and style re­flect­ed in the pas­sage. Choic­es b, c, and d are awk­ward ver­sions of the same de­tails. 432. d. The verb needs to be sin­gu­lar to agree with the sin­gu­lar sub­ject of the sen­tence, Theodore Roo­sevelt. Choic­es a, b, and c are in­cor­rect be­cause they in­tro­duce a shift in tense. 433. a. The sub­ject of this para­graph is the ap­pear­ance and ob­ser­va­tion of cut­tle­fish. Choice a is about ob­serv­ing cut­tle­fish in the wild and the lab­ora­to­ry. Choic­es b and c stray from the top­ic of the para­graph. Choice d, while hav­ing some­thing to do with the ap­pear­ance of cut­tle­fish, is writ­ten in jar­gon that is too tech­ni­cal to match the tone of the rest of the pas­sage. 434. c. The dou­ble men­tion in Part 6 of the hu­man-​like eyes of the cut­tle­fish is un­nec­es­sar­ily rep­eti­tious. 435. d. The cor­rect choice is hov­er, be­cause to hoover is an ar­cha­ic slang phrase mean­ing to vac­uum the floor. For (mean­ing to in­di­cate the pur­pose of the ac­tion) is the cor­rect prepo­si­tion for this sen­tence, so choice a is the in­cor­rect choice. Choice b is in­cor­rect be­cause al­low is the right word (al­lot, mean­ing to ap­por­tion, would not make sense). Choice c is in­cor­rect, be­cause it would make the sen­tence un­gram­mat­ical with re­gard to num­ber. SET 40 (Page 85) 436. b. The word car­navale is a for­eign word; there­fore, it must be ital­icized. Choice c is in­cor­rect be­cause there is no rea­son to ital­icize the word serfs, an or­di­nary noun, in the pas­sage. Choice a is in­cor­rect be­cause the def­inite ar­ti­cle is not need­ed be­fore the word Car­ni­val used as a prop­er noun. Choice d is in­cor­rect be­cause the verb were is used cor­rect­ly here, in the sub­junc­tive mood. 437. a. The ob­jec­tive pro­noun her is mis­used in Part 1 as a sub­ject pro­noun; it needs to be re­placed with the pro­noun she. 438. a. Quo­ta­tion marks need to be in­sert­ed be­fore the quo­ta­tion is re­sumed af­ter the in­ter­rupt­ing phrase, the brochure in­formed her. Choice b is in­cor­rect be­cause the com­ma is re­quired to set off the in­ter­rupt­ing phrase from the quo­ta­tion. Choice c is in­cor­rect be­cause the close quo­ta­tion marks are nec­es­sary be­fore the in­ter­rupt­ing phrase. Choice d is in­cor­rect be­cause the quo­ta­tion is not fin­ished; it goes on for an­oth­er sen­tence. 439. b. This state­ment main­tains the for­mal tone es­tab­lished by the rest of the pas­sage. Choic­es a, c, and d are still too in­for­mal. 440. d. In Part 7, the pro­noun you needs to be changed to we to agree in num­ber and per­son to the an­tecedents used ear­li­er in the pas­sage. Choic­es a, b, and c are in­cor­rect be­cause none of these sen­tences con­tain a non­stan­dard use of a pro­noun. 441. a. Con­se­quent­ly means as a re­sult of.The ad­verbs list­ed in choic­es b, c, and d do not ad­dress this se­quence. 442. c. Choice c re­flects the sen­ti­ments in the last sen­tence of the pas­sage. Choic­es a, b, and d do not state such a pro­found ef­fect. 443. b. The pro­noun my needs to be changed to our to agree in num­ber and per­son with the pro­noun we. Choic­es a, c, and d fail to cor­rect the pro­noun/an­tecedent agree­ment prob­lem. 444. a. Part 1 is a frag­ment and needs a verb to make it a com­plete sen­tence. The sen­tences in choic­es b, c, and d are com­plete. –AN­SWERS– 129

SET 41 (Page 57) 445. b. The main idea of this para­graph is that, while ge­nius has a rec­og­niz­able pat­tern, the pat­terns are ex­traor­di­nary. Choice b di­rect­ly states that the pat­terns have the eerie qual­ity of fate. Choice a does not fo­cus ideas, but rather re­peats ma­te­ri­al al­ready stat­ed. Choice c fo­cus­es at­ten­tion on the side idea of the pop­ular opin­ions about ge­nius. Choice d con­tains ma­te­ri­al that is ir­rel­evant to the main idea and ar­gu­ment of the pas­sage. 446. a. The pos­ses­sive Mozart’s is re­quired be­fore the gerund com­pos­ing. Choice b is in­cor­rect be­cause too, mean­ing ex­ces­sive­ly, is re­quired in this con­text, not the prepo­si­tion to. Choice c is in­cor­rect be­cause the pos­ses­sive form does not make sense in this con­text. Choice d is in­cor­rect be­cause there, not the pos­ses­sive pro­noun their, is re­quired in this con­text. 447. c. Part 4 con­tains an er­ror in pro­noun/ an­tecedent agree­ment; the pro­noun they must be changed to it in or­der to agree in num­ber and per­son with its an­tecedent, reg­ular­ity. Choic­es a, b, and d are in­cor­rect be­cause they con­tain stan­dard us­es of pro­nouns. 448. d. Part 6 is a state­ment about the ef­fect of the play in the­ater his­to­ry in gen­er­al; how­ev­er, this state­ment is placed in the midst of a de­scrip­tion of the re­cep­tion of the open­ing of the play. The para­graph ends with a state­ment about the play’s ef­fect on the­ater his­to­ry, so Part 6 should ei­ther be moved to the end of the para­graph or re­moved. Since there is no choice to move Part 6 to the end of the para­graph, choice d is the cor­rect an­swer. Choice a is in­cor­rect be­cause it still leaves Part 6 in a po­si­tion where its mean­ing is out of place. Choice b is in­cor­rect be­cause re­mov­ing the phrase has lit­tle ef­fect on the para­graph; it mere­ly re­moves a con­crete de­tail. Choice c is in­cor­rect be­cause re­mov­ing Part 9 ex­cis­es the con­clu­sion that the pre­vi­ous sen­tence has promised; it is nec­es­sary to the de­vel­op­ment of the para­graph. 449. c. The names of works that can be pub­lished on their own should be ital­icized, even if on­ly part of the ti­tle (in this case Godot) is used to des­ig­nate the work; there­fore, choice b is in­cor­rect. Choice a is in­cor­rect be­cause Mr. Godot names a char­ac­ter, not the play. Choice d is in­cor­rect be­cause the ti­tles of news­pa­pers must be ital­icized. 450. c. The com­ma in Part 5 sep­arates the sub­ject, crit­ics and play­go­ers, from its verb, greet­ed. 451. b. In­sert­ing a com­ma in Part 2, af­ter the word open­ing, sep­arates the in­tro­duc­to­ry clase from the rest of the sen­tence. The sen­tences in choic­es a, c, and d are cor­rect as they are writ­ten. 452. d. The two in­de­pen­dent claus­es in Part 2 need a con­junc­tion in or­der for the sen­tence to be gra­mat­ical­ly cor­rect. Choic­es a, b, and c are in­cor­rect be­cause those sen­tences are cor­rect­ly writ­ten. 453. c. To cor­rect­ly di­vide is a split in­fini­tive. The in­fini­tive is to di­vide. Choic­es a, b, and d do not make this kind of er­ror. 454. a. The con­text re­quires a verb that means to ex­tend be­yond, not to come be­fore. The words in the oth­er choic­es do not have this mean­ing. 455. b. Part 2 is the on­ly in­ter­roga­to­ry sen­tence in the pas­sage. Since it asks a ques­tion, it needs a ques­tion mark as punc­tu­ation. –AN­SWERS– 130

SET 42 (Page 89) 456. a. Since the sen­tence states that the sys­tem is de­signed to give, then it needs to en­sure as well. Choic­es b, c, and d are cor­rect as writ­ten. 457. c. The pro­noun his should be re­placed with their in or­der to agree with fed­er­al em­ploy­ers. There are no er­rors in pro­noun agree­ment in choic­es a, b,or d. 458. d. A semi­colon should sep­arate two com­plete sen­tences (in­de­pen­dent claus­es); the sec­ond half of Part 6 is not a com­plete sen­tence but a re­state­ment of a por­tion of the first half. This makes a colon ap­pro­pri­ate. Choic­es a and b would cre­ate run-​on sen­tences. Choice c would in­cor­rect­ly sep­arate two in­de­pen­dent claus­es joined by a con­junc- tion (and) with a semi­colon. 459. c. The pro­noun is one of the sub­jects of the sen­tence, and so it should be changed from the ob­ject form him to the sub­ject form he. Choice a is in­cor­rect be­cause their, mean- ing be­long­ing to them, is cor­rect in this con­text. Choice b is in­cor­rect be­cause the com­ma is nec­es­sary be­fore the con­junc­tion. Choice d is in­cor­rect be­cause the pos­ses­sive form is not re­quired in this con­text. 460. d. Part 5 is the on­ly sen­tence frag­ment in this pas­sage. It needs a sub­ject in or­der to ex­press a com­plete thought. 461. d. The word re­cent­ly is the best con­trast to Fi­nal­ly though in Part 2. Choic­es a, b, and c in­di­cate time laps­es that would not nec­es­sar­ily take place in the con­text of the pas­sage. 462. a. The com­ma is need­ed to set off the in­tro­duc­to­ry clause from the in­de­pen­dent clause. Mak­ing the changes stat­ed in choic­es b, c,or d would cre­ate a non­stan­dard sen­tence. 463. b. The phrase at the ceil­ing should be re­placed with on the ceil­ing. 464. b. The pro­noun it should be changed to they to agree in num­ber and per­son with its an­tecedent, de­tec­tors. Choic­es a, c, and d are in­cor­rect be­cause they con­tain stan­dard us­es of pro­nouns. 465. c. The para­graphs are re­lat­ed in that they both talk about the phys­ical ef­fects of ex­treme heat on peo­ple and the treat­ment of these con­di­tions, but the main sub­ject of each para­graph de­tails a dif­fer­ent con­di­tion re­sult­ing from ex­treme heat. The sec­ond para­graph be­gins by men­tion­ing that heat stroke is much more se­ri­ous than the con­di­tion men­tioned in Para­graph 1, heat ex­haus­tion. Choice c best aids the tran­si­tion by end­ing the first para­graph with an ex­pla­na­tion of the most se­ri­ous ef­fects of heat ex­haus­tion, there­by paving the way for the con­trast­ing de­scrip­tion of the far more se­ri­ous con­di­tion, heat stroke. Choice a is off-​top­ic; choic­es b and d are both about heat stroke, so they be­long in the sec­ond para­graph, not the first. 466. b. The main idea of this para­graph is a de­scrip­tion of the symp­toms and treat­ment of heat stroke. The in­for­ma­tion in Part 7 about the most com­mon vic­tims of heat stroke is least rel­evant to the top­ic of the para­graph. The oth­er choic­es, by con­trast, all ei­ther dis­cuss symp­toms or treat­ment. 467. a. Part 1 is a sen­tence frag­ment; it con­tains no main verb. –AN­SWERS– 131

SET 43 (Page 92) 468. c. The phrase what the oc­cu­pants been do­ing needs an aux­il­iary verb—for ex­am­ple, it might read what the oc­cu­pants had been do­ing. Choic­es a, b, and d are in­cor­rect be­cause they con­tain stan­dard verb forms. 469. a. Part 2 con­tains a com­ma splice; the com­ma should be re­placed with a semi­colon. Choic­es b, c, and d are in­cor­rect be­cause they con­tain stan­dard sen­tences. 470. b. Part 2 ex­press­es two com­plete thoughts as one. To cor­rect this sen­tence, a com­ma should be added af­ter Green­land and the con­junc­tion but should pre­cede the in­de­pen­dent clause. 471. d. Even though it may look like a ques­tion, Part 6 is not an in­ter­roga­to­ry sen­tence. It should not be punc­tu­at­ed with a ques­tion mark. 472. c. This choice adds the sub­ject he in the sec- ond sen­tence, elim­inat­ing the dan­gling mod­ifi­er walk­ing down the street. Oth­er­wise the sen­tence reads as if the leaves are walk- ing down the street. All oth­er choic­es ig­nore the prob­lem of the dan­gling mod­ifi­er and add gram­mat­ical mis­takes to the sen­tences. 473. b. This para­graph’s pur­pose is de­scrip­tive; it de­scribes the class­room and the cor­ri­dor out­side it. Choice b is cor­rect be­cause the in­for­ma­tion in the sen­tence adds to the de­scrip­tion of the cor­ri­dor. Choice a is in­cor­rect be­cause it adds in­for­ma­tion that de­scribes the course Howard is to teach, which is not the sub­ject of this para­graph. Choice c is in­cor­rect be­cause it adds in­for­ma­tion about the two build­ings men­tioned in the first para­graph; there­fore, it right­ful­ly be­longs in the first para­graph, not the sec­ond. Choice d is in­cor­rect be­cause it adds in­for­ma­tion ir­rel­evant to the para­graph. 474. c. Part 6 is a de­pen­dent clause with no in­de­pen­dent clause to at­tach it­self to; there­fore, it is a sen­tence frag­ment. 475. d. The word wreaked should be re­placed in this con­text by its homonym reeked. Choic­es a, b, and c are all in­cor­rect be­cause the words in­di­cat­ed are all used cor­rect­ly in their con­text. Sec­tion 6: Es­say Ques­tions Es­say Scor­ing Cri­te­ria Use the fol­low­ing scor­ing guide to score each of your es­says. Bet­ter yet, have some­one else read your es­say and use the scor­ing guide to help you see how well you have done. Sam­ple es­says for the first six es­say top­ics fol­low this scor­ing guide. A “6” es­say is a high­ly ef­fec­tive re­sponse to the as­sign- ment; a few mi­nor er­rors are al­lowed. It has the fol- low­ing ad­di­tion­al char­ac­ter­is­tics: • Good or­ga­ni­za­tion and over­all co­her­ence • Clear ex­pla­na­tion and/or il­lus­tra­tion of main ideas • Va­ri­ety of sen­tence syn­tax • Fa­cil­ity in lan­guage us­age • Gen­er­al free­dom from me­chan­ical mis­takes and er­rors in word us­age and sen­tence struc­ture A “5” es­say shows com­pe­tence in re­spond­ing to the as­signed top­ic but may have mi­nor er­rors. • Com­pe­tent or­ga­ni­za­tion and gen­er­al co­her­ence • Fair­ly clear ex­pla­na­tion and/or il­lus­tra­tion of main ideas • Some va­ri­ety of sen­tence syn­tax • Fa­cil­ity in lan­guage us­age • Gen­er­al free­dom from me­chan­ical er­rors and er­rors in word us­age and sen­tence struc­ture –AN­SWERS– 132

A “4” es­say dis­plays com­pe­tence in re­sponse to the as­sign­ment. It has the fol­low­ing ad­di­tion­al char­ac­ter­is­tics: • Ad­equate or­ga­ni­za­tion and de­vel­op­ment • Ex­pla­na­tion and il­lus­tra­tion of some key ideas • Ad­equate lan­guage us­age • Some me­chan­ical er­rors and mis­takes in us­age or sen­tence struc­ture, but such er­rors are not con­sis­tent A “3” es­say shows some com­pe­tence but is plain­ly flawed. Ad­di­tion­al­ly, it has the fol­low­ing char­ac­ter­is­tics: • In­ad­equate or­ga­ni­za­tion or in­com­plete de­vel­op­ment • In­ad­equate ex­pla­na­tion or il­lus­tra­tion of main ideas • A pat­tern of me­chan­ical mis­takes or er­rors in us­age and sen­tence struc­ture A “2” es­say shows lim­it­ed com­pe­tence and is severe­ly flawed. Ad­di­tion­al­ly, it has the fol­low­ing char­ac­ter­is­tics: • Poor or­ga­ni­za­tion and gen­er­al lack of de­vel­op­ment • Lit­tle or no sup­port­ing de­tail • Se­ri­ous me­chan­ical er­rors and mis­takes in us­age, sen­tence struc­ture, and word choice A “1” es­say shows a fun­da­men­tal lack of writ­ing skill. Ad­di­tion­al­ly, it has the fol­low­ing char­ac­ter­is­tics: • Or­ga­ni­za­tion that is prac­ti­cal­ly nonex­is­tent and gen­er­al in­co­her­ence • Se­vere and widespread writ­ing er­rors A “0” es­say does not ad­dress the top­ic as­signed. SET 44, Sam­ple Es­says (Page 96) 476. Sam­ple “6” Es­say Though it may seem to con­tra­dict the ide­al of de­moc- racy up­on which our pub­lic school sys­tem is based, re­quir­ing pub­lic school stu­dents to wear uni­forms is a good idea. In fact, uni­forms would help schools pro- vide a bet­ter ed­uca­tion to all stu­dents by evening out so­cioe­co­nom­ic dif­fer­ences and im­prov­ing dis­ci­pline among stu­dents. Style is im­por­tant, es­pe­cial­ly to chil­dren and teenagers who are busy try­ing to fig­ure out who they are and what they be­lieve in. But in many schools to­day, kids are so con­cerned about what they wear that cloth- ing be­comes a ma­jor dis­trac­tion—even an ob­ses­sion. Many stu­dents to­day are too busy to study be­cause they’re work­ing af­ter school so they can af­ford the lat- est fash­ions. If stu­dents were re­quired to wear uni- forms, they would have less pres­sure to be “best dressed” and more time to de­vote to their stud­ies. More im­por­tant­ly, the com­pe­ti­tion over who has the hottest clothes can be dev­as­tat­ing to the self-​es­teem of stu­dents from low­er-​in­come fam­ilies. Be­cause uni- forms would re­quire ev­ery­one to wear the same out­fits, stu­dents from poor­er fam­ilies would not have to at­tend school in hand-​me-​downs nor would they face the kind of teas­ing they of­ten get from stu­dents who can af­ford name brands. True, stu­dents from wealth­ier fam­ilies may wear nicer shoes and ac­ces­sories, but in gen­er­al the uni­forms will cre­ate an an at­mo­sphere of equal­ity for all stu­dents. Con­trary to what op­po­nents ar­gue, uni­forms will not cre­ate uni­for­mi­ty. Just be­cause stu­dents are dressed the same does not mean they won’t be able to de­vel­op as in­di­vid­uals. In fact, be­cause uni­forms en­able stu- dents to stop wor­ry­ing so much about their ap­pear- an­ce, stu­dents can fo­cus more on who they are on the in­side and on what they’re sup­posed to be learn­ing in the class­room. Fur­ther­more, uni­forms will im­prove dis­ci­pline in the schools. When­ev­er a group of peo­ple dress­es alike, –AN­SWERS– 133

they au­to­mat­ical­ly have a sense of com­mu­ni­ty, a sense of com­mon pur­pose. Uni­forms mean some­thing. School uni­forms will con­stant­ly re­mind stu­dents that they are in­deed in school—and they’re in school to learn. Get­ting dressed for school it­self will be a form of dis­ci­pline that stu­dents will car­ry in­to the class­room. Though many stu­dents will com­plain, re­quir­ing pub­lic school stu­dents to wear uni­forms makes sense. Stu­dents will learn more—both about them­selves and about the world around them. Sam­ple “4” Es­say I don’t think that re­quir­ing pub­lic school stu­dents to wear uni­forms is a good idea. The way the stu­dent dress­es makes a pow­er­ful state­ment about who he or she is, and the school years are an im­por­tant time for them to ex­plore their iden­ti­ties. Uni­forms would un­der­mine that. They would al­so have lit­tle, if any, pos­itive af­fect on stu­dents with disi­pline prob­lems. Each stu­dent has their own per­son­al­ity, and one way he ex­press­es who he is is through his cloth­ing. Clothes are an im­por­tant way for young peo­ple to show oth­ers how they feel about them­selves and what is im­por­tant to them. If pub­lic school stu­dents are forced to wear uni­forms, this im­por­tant form of self- ex­pres­sion will be tak­en away. I re­mem­ber back when I was in ju­nior high school. My par­ents had giv­en me com­plete free­dom to buy my back to school wardrobe. They took me to the mall and let me choose ev­ery­thing, from sweaters and shirts to socks and shoes. I’ll nev­er for­get how inde- pen­dent that made me feel. I could choose cloth­ing that I liked. I did make a few bad choic­es, but at least those were my choic­es. Stu­dents to­day, I am sure, would feel the same way. Be­sides, Amer­ica val­ues in­di­vid­ual­ity. What hap- pens to that val­ue in an en­vi­ron­ment where ev­ery­body looks the same? Though disi­pline in schools is a se­ri­ous con­cern, uni­forms are not the an­swer. Disi­pline prob­lems usu- al­ly come from a lack of disi­pline at home, and that’s a prob­lem that uni­forms can’t be­gin to ad­dress. A stu­dent who is row­dy in the class­room isn’t go­ing to change their be­hav­ior be­cause they are wear­ing a white shirt and tie. In fact, disi­pline prob­lems might in­crease if stu- dents are re­quired to wear uni­forms. Stu­dents of­ten make trou­ble be­cause they want at­ten­tion. Well- be­haved stu­dents who used to get at­ten­tion from how they dressed might now be­come trou­ble-​mak­ers so they can con­tin­ue to get at­ten­tion. Uni­forms are not the an­swer to the prob­lems pub­lic school stu­dents face. In fact, be­cause they’ll re­strict in­di­vid­ual­ity and may even in­crease disi­pli- nary prob­lems, they’ll on­ly add to the prob­lem. Sam­ple “3” Es­say I don’t think that re­quir­ing pub­lic school stu­dents to wear uni­forms is a good idea. Each stu­dent has their own iden­ti­ty and ex­press who he is through cloth­ing. The school years are an im­por­tant in find­ing one’s per- son­al­ity. Uni­forms would al­so have lit­tle, if any, posi- tive af­fect on stu­dents with disi­pline prob­lems. In ju­nior high school I let my chil­dren buy their back-​to-​school wardrobe, any­thing they want­ed. I let them choose ev­ery­thing. I’ll nev­er for­get how that made them feel. As they would say, awe­some! They could choose cloth­ing that they liked. We are told to be your­self. But how can a young per­son be in a coun­try where ev­ery­body is the same. Disi­pline in schools is of a se­ri­ous con­cern, uni- forms are not the an­swer. It is the home life of many stu­dents that make bad be­hav­ior. If the par­ents use drugs or dont disi­pline chil­dren at home, thats a prob- lem that the school and uni­forms can’t do any­thing about. A stu­dent who is caus­ing trou­ble at school isn’t go­ing to change their be­hav­ior be­cause they are wear- ing a white blouse or pleat­ed skirt. In fact, disi­pline prob­lems might even get worse if stu­dents are re­quired to wear uni­forms be­cause of not get­ting enough at­ten- tion about the way he or she is dressed. Uni­forms are not the an­swer to the prob­lems pub­lic school stu­dents face. In fact, be­cause they will keep them from be­ing who they are they will make it worse. –AN­SWERS– 134

Sam­ple “1” Es­say Pub­lic school stu­dents should wear uni­forms to. Not just pri­vate school stu­dents. I do not want to teach in a pri­vate school; but I like them wear­ing a uni­form ev­ery day. The look neat and well-​groom no mat­ter if they are low in­come or high in­come. So­cial lev­el does­nt mat­ter. Wear­ing uni­forms is good be­cause they build a sense of com­mu­ni­ty. Ev­ery­one from the same school wear the same clothes. The stu­dents know if some­one is from there school right away. It makes it eas­ier for stu­dents, rich or poor, to make friends with peo­ple. They don’t have to wor­ry about what to wear in the morn­ing be­cause they al­ways know. Al­so they don’t have to spend as much mon­ey on cloths. Many stu­dents think it is un­fair that pub­lic school stu­dents could wear what­ev­er they want­ed. Maybe pri- vate school stu­dents shouldn’t wear uni­forms ei­ther. Then ev­ery­one would be able to dress the way they want to and be in­di­vidulis­tic. Some peo­ple say uni­forms would make bad stu- dents be­have bet­ter. Be­cause they wouldn’t al­ways be talk­ing about who has a bet­ter sneak­ers or bet­ter jeans. They might have paid more at­ten­tion in school like they should of, and then ev­ery­one could learn more. 477. Sam­ple “6” Es­say The best way for teach­ers to boost their stu­dents’ sci- ence test scores is to make stu­dents ex­cit­ed by sci­ence with re­al-​life ex­am­ples. Be­fore ev­er ask­ing stu­dents to mem­orize facts, the teach­er should demon­strate a sci- en­tif­ic pro­cess or even teach stu­dents how to ex­peri- ment for them­selves. This al­lows them to un­der­stand the pro­cess with their sens­es be­fore try­ing to fix it in their in­tel­lect. The fol­low­ing ex­am­ples could be used to pro- vide an­tic­ipa­tion of a les­son to come. First, when study- ing in­sects, the teach­er might pass around an ant farm in the class­room and let stu­dents ob­serve the lit­tle an­thro­pods go­ing about their com­plex, in­di­vid­ual tasks be­fore ask­ing the stu­dent to read that ants have a rigid so­cial struc­ture, just as peo­ple do. If pos­si­ble, it would be even bet­ter to take them on a field trip to see how ants build hills out­doors. An­oth­er ex­am­ple is to let stu­dents have hands-​on ex­pe­ri­ence with tele­scopes. Close ob­ser­va­tion of far- away ob­jects is mag­ical; the rings of Sat­urn re­al­ly ex­ist! The Sea of Tran­quil­ity, a crater on the moon’s sur­face looks as close as a build­ing on the next block. This in­tro­duc­tion to the galaxy and the uni­verse brings the op­por­tu­ni­ty for lessons about the earth’s ro­ta­tion and about the geo­phys­ical facts of the craters that com- prise the moon’s laugh­ing face. Lessons like these come alive in a way that does not ex­ist in lec­ture for­mat. This ap­proach to teach­ing sci­ence should not be­gin in high school or col­lege but in grade school or even in kinder­garten. Sci­en­tif­ic facts are im­por­tant, of course, but with­out them we have no re­al un­der­stand- ing. Cu­rios­ity is as vi­tal to learn­ing as the abil­ity to mem­orize, per­haps more so. Cu­rios­ity will keep stu- dents learn­ing long af­ter they’ve passed their fi­nal test in school. Sam­ple “4” Es­say Sci­ence is im­por­tant for many rea­sons, but es­pe­cial­ly be­cause to­day’s world is based on tech­nol­ogy. If oth­er coun­tries get ahead of us in sci­ence the con­se­quences may be dire. So it is ex­treme­ly im­por­tant for our stu- dents to ex­cell. The first and best way to teach sci­ence is to make the stu­dent see the prac­ti­cal ap­pli­ca­tion of it. For ex­am- ple, if the teach­er is teach­ing botony, she might ex­plain the med­ical us­es of plants. Or if teach­ing physics, she might show a di­agram of a rock­et ship. Field trips are a good idea, as well, per­haps to a fac­to­ry that makes dolls. The point is to make it prac­ti­cal and in­ter­est­ing to boys and girls alike. When I was in high school I had a teach­er named Mr. Wi­ley who let us mix things in jars and watch the re­sults. Some­times they were un­ex­pect­ed! Such as a kind of mush­room we plant­ed that was poi­sonous and re­mind­ed us of the hor­ror movies we all loved in those days. Mr. Wi­ley made it in­ter­est­ing in a per­son­al way, so that it wasn’t just dry facts. And he told us the –AN­SWERS– 135

prac­ti­cal us­es, such as this par­tic­ular kind of mush- room is used in the mak­ing of cer­tain in­sect poi­son. In this day and age it is im­por­tant for all of us to know some­thing about sci­ence be­cause it af­fects all as­pects of our lives, but for young peo­ple it is vi­tal. Their liveli­hoods—and even their lives—may de­pend on that knowl­edge. Sam­ple “3” Es­say Sci­ence is a nece­sary skill be­cause it can ef­fect each one of us, such as the mak­ing of the hy­dro­gen bomb or find­ing a cure for AIDS. It is re­spon­sable for TV, cars, and a host of oth­er items we take for grant­ed. So we all de­pend on it and need to learn it. The best way to teach sci­ence is to have a good text­book and al­so good equipt­ment in the class­room. If the equipt­ment is poor there is no way they are go­ing to learn it, which is why the poor­er schools are be­hind the rich­er ones and al­so be­hind oth­er coun­tries. Its the most im­por­tant fac­tor in the class­room to­day. An­oth­er way to teach sci­ence is through field trips and vidio-​tapes. There are many tapes in the li­brary and ev­ery school should have a good vidio sys­tem. Al­so a good li­brary is im­por­tent. And there are many places to take the class that they would find in­trest­ing. When I was in school I thought sci­ence was bor- ing. I wish I had learned more about it be­cause I think it would make me a bet­ter teach­er some­day as well as bet­ter un­der­stand the world of tech­nol­ogy. If we don’t un­der­stand tech­nol­ogy we are at it’s mer­cy, and it is some­thing we re­ly on to get us through our lives. With- out sci­ence we would have no tech­ni­log­ical ad­vances. If oth­er coun­tries are ahead of us it is our own fault for not putting sci­ence as a pri­or­ity. Sam­ple “1” Es­say Sci­ence is im­port­nt and we should teach it to our stu- dents in the right way. A sci­en­tist com­ing in to talk would be one way. Al­so ex­per­im­ints that the stu­dents can do. The rea­son it is im­por­tant, is oth­er coun­trys are ahead of us and we may have a war. Then if there tec­no­li­gy is bet­ter they will take us over. So it is dan­ger- ous not to have stu­dents that know alot about sci­ence. If we teach our chil­dren to re­lay too much on sci­ence and tech­no­li­gy what will hap­pen if it fails. If the com­put­ers fail we are in se­ri­ous trou­ble. Busi­ness­es will suf­fer and med­ical re­search will suf­fer. So sci­ence is im­por­tant and our stu­dents should learn but it is­nt ev­ery­thing and they should learn that they should study oth­er things to, like how to make a good liv­ing for there fam­ily. If we teach sci­ence in the right way our coun­try will be bet­ter off as well as our chil­dren when they are caught up to the new melin­ni­um Set 45 (Page 96) 478. Sam­ple “6” Es­say Tele­vi­sion has an im­por­tant place in so­ci­ety for two rea- sons. First, it is a com­mon de­nom­ina­tor that can be used as a teach­ing tool for kids. Sec­ond, it bridges gaps be­tween cul­tures. With a sim­ple flick of the switch peo­ple can tune in and watch Con­gres­sion­al meet­ings, trav­el down the Ganges, or see the Scot­tish high­lands. They can learn about oth­er cul­tures, cook­ing, or archi- tec­ture. They can wit­ness events half a world away as soon as they take place. Since ev­ery­one in ev­ery class­room from kinder- garten to col­lege has been ex­posed to tele­vi­sion, its pro­grams can bring about live­ly dis­cus­sions and a meet­ing of the minds. Tele­vi­sion opens win­dows on the world that are unique. It helps stu­dents see more of the world than any gen­er­ation be­fore them. Giv­en the right fo­cus in a class­room, it can be the start of a writ­ing ex­er­cise or a de­bate. The skills learned in these kinds of ex­er­cis­es pre­pare stu­dents for more com­pli­cat­ed tasks lat­er on in life. By watch­ing en­gag­ing, ed­uca­tion­al tele­vi­sion pro­gram­ming, peo­ple from all walks of life can learn about oth­ers. Know­ing and un­der­stand­ing the habits, re­li­gion, and cul­tur­al traits of peo­ple from dis­tant parts of the globe helps bring the world clos­er –AN­SWERS– 136

to­geth­er. It makes peo­ple more tol­er­ant of oth­ers and can on­ly pro­mote peace in a glob­al vil­lage that be­comes in­creas­ing­ly small­er ev­ery day we live. Its place in so­ci­ety is vi­tal. Sam­ple “4” Es­say Many peo­ple say they don’t watch tele­vi­sion, and I say good for them! There is very lit­tle on TV to­day that is worth watch­ing. And yet, for all that, it has an im­por- tant place in so­ci­ety. I be­lieve, for ex­am­ple, that it is an ex­cel­lent teach­ing tool for kids who have had less than a ster­ling for­mal ed­uca­tion in the low­er grades. It’s some­thing they can re­late to and some­thing they will have in com­mon with the oth­er peo­ple in their class. It’s some­thing they have in com­mon with the teach­er, for that mat­ter. And that is all-​im­por­tant. Tele­vi­sion opens a win­dow on the world that is unique. It helps stu­dents to see more of the world than any gen­er­ation be­fore them has been able to see. With a sim­ple flick of the switch they can look in and watch the go­ings-​on in congress; or trav­el down the Ganges riv­er or see the Sco­tish high­lands. They can learn about oth­er cul­tures, learn how to cook or build a house. They can wit­ness events half a world away as soon as they take place. Here is one ad­van­tage of tele­vi­sion, as it can be used as a teach­ing tool. In class­rooms to­day, es­pe­cial­ly in com­mu­ni­ty col­leges, for ex­am­ple, there are stu- dents from ev­ery stra­ta of so­ci­ety, from many dif­fer­ent so­cial class­es. Tele­vi­sion is one thing they have in com- mon and can bring about live­ly dis­cus­sions and a meet­ing of the minds. Rich and poor alike, priv­ileged or un­der priv­ileged, all have looked through that tiny win­dow and see won­ders and hor­rors, cur­rent events and events long-​past. And all can be used as fod­der for live­ly class dis­cus­sion, for mak­ing the sub­jects we’re teach­ing come alive. We might take pride in say­ing we nev­er watch tel- evi­sion, but we shouldn’t be so quick to put it down— es­pe­cial­ly as it per­tains to teach­ing. Tele­vi­sion is one thing stu­dents have in com­mon, and I think it was Win­ston Church­hill who said, “The on­ly thing worse than democ­ra­cy is any oth­er form of gov­ern­ment.” I think the same can be said for tele­vi­sion: “The on­ly thing worse than tele­vi­sion is no tele­vi­sion.” Sure, theres a lot on that’s not worth watch­ing, but theres al­so a lot that is. And to ig­nore it’s in­flu­ence is to ig­nore an ex­cel- lent, if flawed, teach­ing tool. Sam­ple “3” Es­say I some­times wish TV had nev­er been in­vent­ed. Espe- cial­ly for the younger gen­er­ation, who get much of their in­for­ma­tion about the world in a dis­tort­ed fash- ion from “the box.” Of course it is en­ter­tain­ing af­ter a hard day, but at the end what have you gained? And the news gets dis­tort­ed. We get our news from “a re­li­abel source” but who is that? Some gos­sip co­lu­mist in Wash­ing­ton or New York that has noth­ing to do with our re­al life. We get to see how rot­ten our politi­cions are and maybe thats a good thing be­cause ear­li­er in his­to­ry they could cov­er it up. We get to watch them on TV and judge for our­self in­stead of tak­ing some­one else’s word for it. So tele­vi­sion can be a good thing if watched in mod­er­ation. An­oth­er way TV cor­rups so­ci­ety is through ad­ver- tiz­ing. It tells us to buy, buy, buy. It gives us su­per mod- els and sport’s fig­ures to tell you what to buy and where. It gives you movie stars ad­ver­tiz­ing even in a TV movie away from com­er­cials, by hold­ing a can of Coke or oth­er prod­uct. All of which sub­lim­inaly tells you to buy Coke. They say they even have mes­sages flashed on the screen so on the com­mer­cial you will get up and go to the kitchen. I find my­self bring­ing home prod­ucts I nev­er even use. The worse thing is the shows in which di­fi­cult life sit­uat­sions get solved in a half hour. You could nev­er do it in re­al life but on TV it is easy. It gives us a er­ronous view of the world. I think we should try to do away with it in our homes even if it is hard. Af­ter all, its your ba­by-​sit­ter and ad­vise-​giv­er, and even your friend if you are lone­ly. But give it a week to be away from it and then watch in­ter­mi­tent­ly. You’re life will be bet­ter for it. –AN­SWERS– 137

Sam­ple “1” Es­say TV can be good or bad de­pend­ing on how you look at it. It can be all you do if you are not care­ful. It can take you away from your kids if you use it as a ba­by sit­ter or when you come home from work that is all you do. Al­so you will nev­er get the re­al sto­ry. You will nev­er know if they are telling the truth or try­ing a snow job to sell you some­thing. I grew up with tele­vi­sion like most peopel. It is a good thing if you try to learn from it. It prob­ably will help in a class room dis­cus­sion if the chil­dren all watch the same show. In grade school where I went we had cur­rent events and tele­vi­sion had it’s place. One ex­am­ple is the news. We know if we are go­ing to war the minute the pres­ident makes his de­cis- sion. We can watch it all hap­pen­ing. We can know if there is a scan­del in Wash­ing­ton. And the lat­est med- ical facts are on TV. So TV can be good in that as­pect. It can be bad to. For ex­am­ple the shows for teen agers. When I was a teen ager I liked them, all the mu­sic and the danc­ing. But now it is difer­ent. Drugs are spread through MTV be­cause of the mu­si­cions who you can tell do them. And they are mod­els for our kids. But in some as­pects TV is good and in some it is bad. I think spend­ing time away from it will make you feel bet­ter. all the news is bad news. But you can get an ed­uca­tion too if you just watch pub­lic TV. It is good in some as­pects and bad in some. 479. Sam­ple “6” Es­say Life is full of prob­lems, but the method we use to ap­proach those prob­lems of­ten de­ter­mines whether we’re hap­py or mis­er­able. Bob May­nard says, “Prob- lems are op­por­tu­ni­ties in dis­guise.” If we ap­proach prob­lems with May­nard’s at­ti­tude, we can see that prob­lems are re­al­ly op­por­tu­ni­ties to learn about oth­ers and our­selves. They en­able us to live hap­pi­er and more ful­fill­ing lives. May­nard’s quote ap­plies to all kinds of prob- lems. To share a per­son­al sto­ry, I faced a prob­lem just last week when our fam­ily’s kitchen sink de­vel­oped a se­ri­ous leak. Wa­ter pud­dled all over our new kitchen floor, and to make mat­ters worse, our land­lord was out of town for the week. Since my fam­ily is large, we couldn’t af­ford to wait for the land­lord’s re­turn nor could we af­ford an ex­pen­sive plumb­ing bill. Tak­ing charge, I de­cid­ed to learn how to fix it my­self. The best place to start was at my lo­cal li­brary. There, I found a great fix-​it-​your­self book, and in just a few hours, I had fig­ured out the cause of the leak. Not on­ly did I re­pair the leak, but I know now that I can re­ly on my own abil­ities to solve oth­er ev­ery­day prob­lems. I think it’s im­por­tant to re­mem­ber that no mat- ter how big a prob­lem is; it’s still an op­por­tu­ni­ty. What­ev­er kind of sit­ua­tion we face, prob­lems give us the chance to learn and grow, both phys­ical­ly and men­tal­ly. Prob­lems chal­lenge us and give us the chance to do things we’ve nev­er done be­fore, to learn things we nev­er knew be­fore. They teach us what we’re ca­pa­ble of do­ing, and of­ten they give us the chance to sur­prise our­selves. Sam­ple “4” Es­say Just the word “prob­lem” can send some of us in­to a pan­ic. But prob­lems can be good things, too. Prob­lems are sit­ua­tions that make us think and force us to be cre- ative and re­source­ful. They can al­so teach us things we didn’t know be­fore. For ex­am­ple, I had a prob­lem in school a few years ago when I couldn’t un­der­stand my math class. I start­ed fail­ing my quizzes and home­work as­sign­ments. I wasn’t sure what to do, so fi­nal­ly I went to the teach­er and asked for help. She said she would ar­range for me to be tu­tored by an­oth­er stu­dent who was her best stu- dent. In re­turn, though, I’d have to help that stu­dent around school. I wasn’t sure what she meant by that un­til I met my tu­tor. She was hand­icapped. My job was to help her car­ry her books from class to class. I’d nev­er even spo­ken to some­one in a wheel- chair be­fore and I was a lit­tle scared. But she turned out to be the nicest per­son I’ve ev­er spent time with. She helped me un­der­stand ev­ery­thing I need to know for –AN­SWERS– 138

math class and she taught me a lot about what it’s like to be hand­icapped. I learned to ap­pre­ci­ate ev­ery­thing that I have, and I al­so know that peo­ple with dis­abili- ties are spe­cial not be­cause of what they can’t do, but be­cause of who they are. So you see that won­der­ful things can come out of prob­lems. You just have to re­mem­ber to look for the pos­itive things and not fo­cus on the neg­ative. Sam­ple “3” Es­say The word “prob­lem” is a neg­ative word but its just an op­por­tu­ni­ty as Mr. Bob May­nard has said. It can be teach­ing tool be­sides. For ex­am­ple, I had a prob­lem with my son last year when he want­ed a big­ger al­lowance. I said no and he had to earn it. He mowed the lawn and in the fall he raked leaves. In the win­ter he shov­elled the walk. Af­ter that he apre­ci­at­ed it more. Its not the prob­lem but the sol­lu­tion that mat­ters. My son learn­ing the val­ue of work and earn­ing mon­ey. (It taught me the val­ue of mon­ey to when I had to give him a big­ger al­lowance!) Af­ter that he could get what he want­ed at Toys Are Us and not have to beg. Which was bet­ter for me too. Some­times we for­get that both chil­dren and there par­ents can learn a lot from prob- lems and we can teach our chil­dren the val­ue of over- com­ing trou­ble. Which is as im­por­tant as keep­ing them out of trou­ble. As well we can teach them the val­ue of mon­ey. That is one as­pect of a prob­lem that we many- times for­get. So prob­lems are a good teach­ing tool as well as a good way to let you’re chil­dren learn, to look at the sil- ver lin­ing be­hind ev­ery cloud. Sam­ple “1” Es­say I agree with the quote that prob­lems are op­por­tu­ni­ties in dis­guise. Some­times prob­lems are op­por­tu­ni­ties, too. I have a lot of prob­lems like any­one else does. Some­times there very dif­fi­cult and I don’t no how to han­dle them. When I have a re­al­ly big prob­lem, I some- times ask my par­ents or freinds for ad­vise. Some­times they help, some­times they don’t, then I have to fig­ure out how to han­dle it my­self. One time I had a big prob­lem. Where some­one stole my wal­let and I had to get to a job in­ter­view. But I had no mon­ey and no ID. This hap­pen in school. So I went to the prin­ci­ples of­fice and re­port­ed it. He called the man I was sup­posed to in­ter­view with. Who resched­uled the in­ter­vew for me. So I still had the op­por­tu­ni­ty to in­ter­view and I’m proud to say I got the job. In fact I’m still work­ing there! Prob­lems can be op­por­tu­ni­ties if you just look at them that way. In­stead of the oth­er way around. SET 46 (Page 97) 480. Sam­ple “6” Es­say Courage and cow­ardice seem like ab­so­lutes. We are of­ten quick to la­bel oth­er peo­ple, or our­selves, as ei­ther “brave” or “timid,” “coura­geous” or “cow­ard­ly.” How- ev­er, one bright af­ter­noon on a riv­er deep in the wilds of the Ozark moun­tains, I learned that these qual­ities are as change­able as mer­cury. Dur­ing a cross-​coun­try drive, my friend Ni­na and I de­cid­ed to stop at a camp­site in Mis­souri and spend the af­ter­noon on a boat trip down Big Piney Riv­er, 14 miles through the wilder­ness. We rent­ed a ca­noe and pad­dled hap­pi­ly off. Things were fine for the first sev­en or eight miles. We gazed at the over- hang­ing bluffs, com­ment­ed on the dog­woods in bloom, and mar­veled at the clar­ity of the wa­ter. Then, in ap­proach­ing Dev­il’s El­bow, a bend in the riv­er, the cur­rent sud­den­ly swept us in to­ward the bank, un­der the low-​hang­ing branch­es of a weep­ing wil­low. The ca­noe tipped over, and I was pulled un­der. My foot caught for just a few sec­onds on the wil­low’s sub- merged roots, and just as I sur­faced, I saw the ca­noe sweep­ing out, up­right again, but emp­ty. Ni­na was fran­ti­cal­ly swim­ming af­ter it. Stand­ing by craven­ly, I knew I should help, but I was pet­ri­fied. I let my friend brave the treach­er­ous rapids and haul the ca­noe back on­to the grav­el bar by –AN­SWERS– 139

her­self. But then came the scream, and Ni­na dashed back in­to the wa­ter. In the bot­tom of the ca­noe, a black and brown, checker­board-​pat­terned cop­per­head snake lay coiled. I don’t know ex­act­ly why, but the in­born ter- ror of snakes is some­thing that has passed me by com- plete­ly. I ac­tu­al­ly find them rather charm­ing in a scaly sort of way, but Ni­na was still scream­ing. In a calm way that must have seemed smug, I said, “We’re in its home, it’s not in ours.” And gen­tly, I prod­ded it with the oar un­til it reared up, slith­ered over the side of the ca­noe, and raced away. Lat­er that night, in our cozy, safe mo­tel room, we agreed that we each had cold chills think­ing about what might have hap­pened. Still, I learned some­thing im­por- tant from the or­deal. I know that, had we en­coun­tered on­ly the rapids, I might have come away ashamed, la­bel­ing my­self a cow­ard, and had we en­coun­tered on­ly the snake, Ni­na might have done the same. I al­so know that nei­ther of us will ev­er again be quite so apt to brand an­oth­er per­son as lack­ing courage. Be­cause we will al­ways know that, just around the cor­ner, may be the snake or the bend in the riv­er or the fig­ure in the shad­ows or some­thing else as yet unan­tic­ipat­ed, that will cause our own blood to freeze. Sam­ple “4” Es­say Courage can be shown in many ways and by many kinds of peo­ple. One does not have to be rich, or edu- cat­ed, or even an adult to show true courage. For ex­am­ple, a very heart­break­ing thing hap- pened in our fam­ily. It turned out all right but at the time it al­most made us lose our faith. How­ev­er, it al­so taught us a les­son re­gard­ing courage. In spite of his fa­ther’s and my re­peat­ed warn­ings, my son Matt went ice-​fish­ing with some friends and fell through the ice in­to the frigid wa­ter be­neath. He is prone to do things that are dan­ger­ous no mat­ter how many times he’s told. For­tu­nate­ly there were grown-​ups near and they were able to throw him a life line and pull him to safe­ty. How­ev­er, when they got him on­to shore they dis­cov- ered he was un­con­scious. There were vi­tal signs but they were weak, the paramedics pro­nounced him in grave dan­ger. He is his lit­tle sis­ters (Nans) hero. He is 16 and she is 13, just at the age where she ad­mires ev­ery­thing he does. When they took him to the hos­pi­tal she in­sist­ed on go­ing that night to see him, and she in­sist­ed on stay­ing with me there. My hus­band thought we should in­sist she go home, but it was Christ­mas va­ca­tion for her so there was no re­al rea­son. So we talked it over and she stayed. She stayed ev­ery night for the whole week just to be by Matt’s side. And when he woke up she was there. Her smil­ing face the was first thing he saw. In spite of the fact she was just a child and it was fright­ning for her to be there be­side her broth­er she loves so much, and had to won­der, ev­ery day if he would die, she stayed. So courage has many faces. Sam­ple “3” Es­say Courage is not some­thing we are born with. It is some- thing that we have to learn. For ex­am­ple when your chil­dren are grow­ing up you should teach them courage. Teach them to face lifes chal­langes and not to show there fear. For in­stance my fa­ther. Some peo­ple would say he was harsh, but back then I did­nt think of it that way. One time he took me camp­ing and I had a tent of my own. I want­ed to crawl in with him but he said there was noth­ing to be afri­ad of. And I went to sleep soon­er than I would have ex­pect. He taught me not to be afri­ad. There are many rea­sons for courage. In a war a sol­der has to be couragous and a moth­er has to be no less couragous if she is ras­ing a child alone and has to make a liv­ing. So, in me it is to­tal­ly al­right to be afri­ad as long as you face your fear. I have been great­ful to him ev­er since that night. Some­times par­ents know what is best for there kids even if at the time it seems like a harsh thing. I learned not to show my fear that night, which is an im­por­tant point to courage. In ev­ery­day life it is im­por- tant to learn how to be strong. If we dont learn from our par­ents, like I did from my fa­ther, then we have to learn it af­ter we grow up. But it is bet­ter to learn it, as a child. I have nev­er been as afri­ad as I was that night, and I learned a val­uble les­son from it. –AN­SWERS– 140

Sam­ple “1” Es­say Courage is im­por­tant in a bat­tle and al­so or­di­nary life. In a war if your bud­dy de­pends on you and you let him down he might die. Courage is al­so im­por­tant in daly life. If you have sick­nes in the fam­ly or if you en­con­ter a mug­ger on the street you will need all the courage you can get. There are many dan­gers in life that on­ly courage will see you through. Once, my apart­ment was bur­glerised and they stole a TV and mi­cro-​wave. I did­nt have very much. They took some mon­ey to. I felt afraid when I walked in and saw things moved or gone. But I call the po­lice and wait­ed for them in­side my apart­ment which was brave and al­so some might say stupid! But the po­lice came and took my state­ment and al­so lat­er caught the guy. An­oth­er time my girl­freind and I were in my apart- ment and we looked out the win­dow and there was some­body sus­pi­sious out in front. It turned out to be a false alarm but she was scard and she said be­cause I was calm it made her feel bet­ter. So courage was im­por- tant to me, in my re­latin­ship with my girlfeind. So courage is im­por­tand not on­ly in war but al­so in life. 481. Sam­ple “6” Es­say Writ­ing, at least the kind of ba­sic com­po­si­tion need­ed to be suc­cess­ful in school, can be taught. The most im­por­tant fac­tor in teach­ing a ba­sic com­po­si­tion class, which usu­al­ly has stu­dents who have been less than suc- cess­ful writ­ers in the past, is a sim­ple one. The stu­dent should be asked to write about some­thing in­ter­est­ing in a con­text with a pur­pose be­yond “En­glish class.” In oth­er words, the stu­dent should want to learn to write. For stu­dents who have fall­en be­hind for one rea­son or an­oth­er, it’s dif­fi­cult to see a writ­ing class as any­thing but an ex­er­cise in plum­met­ing self-​es­teem. Many stu- dents be­lieve that writ­ing well is a mys­tery on­ly those “with tal­ent” can un­der­stand, and that “En­glish class” is just some­thing to en­dure. The first thing to teach stu- dents is that writ­ing has a pur­pose that per­tains to their lives. The teach­er must ap­peal to emo­tion as well as to in­tel­lect. I be­lieve the best ap­proach is to ask stu­dents to keep a jour­nal in two parts. In one part, gram­mar and style shouldn’t mat­ter, the way they have to mat­ter in the for­mal as­sign­ments that come lat­er in the course. In this part of the jour­nal, the stu­dents should be asked to keep track of things they en­counter dur­ing the day that in­ter­est them or cause them to be hap­py, sad, an­gry, or afraid. In the sec­ond part of the jour­nal they should keep track of sub­jects that make them sit up and take no­tice. These can in­clude things that hap­pen in class or ideas that come to them when read­ing an as­sign­ment for class. These jour­nal notes should whet the in­tel­lect and ex­cite cu­rios­ity. For teach­ing gram­mar, the teach­er can present ex­er­cis­es in the con­text of a one-​page es­say or sto­ry be­cause it gives writ­ing a con­text. Too of­ten in the ear­ly grades, stu­dents com­plete dry drill and skill ex­er­cis­es that take the fun out of writ­ing. Di­agram­ming sen- tences, iden­ti­fy­ing nouns and verbs, or la­bel­ing ad­jec- tives seems far re­moved from the skill of writ­ing. Ap­peal to emo­tion, in­tel­lect, and cu­rios­ity will re­al­ly suc­ceed in en­gag­ing the whole stu­dent and awak­en­ing the urge to write. Sam­ple “4” Es­say I be­lieve writ­ing can be taught if we work hard enough at it as teach­ers. The im­por­tant thing is to teach stu- dents that it can be en­joy­able. Years of fear­ing writ­ing lie be­hind a lot of stu­dents, and it’s one of the biggest stum­bling blocks. But it can be got­ten over. Hav­ing them break up in­to small groups is one way to teach writ­ing to re­luc­tant or ill-​pre­pared stu- dents. Have the stu­dents dis­cuss a top­ic they are all in­ter­est­ed in—say a re­cent TV show or an event com- ing up at school, then plan a pa­per and come back and dis­cuss the idea with the whole class. Your next step can be to have them ac­tu­al­ly write the pa­per, then get in­to their small groups again and crit­icize what theyve done. An­oth­er way for stu­dents who don’t like the small groups is one on one con­fer­ences. But dont just talk about gram­mar or sen­tence struc­ture or para­graph­ing, talk about the con­tent of his pa­per. I did a sum­mer in­tern­ship teach­ing in an in­nter city school, and I –AN­SWERS– 141

re­memm­ber one young man. He hat­ed small groups so we talked pri­vate­ly. He had writ­ten a pa­per on go­ing to a city-​spon­sered camp­ing trip and see­ing white-​tailed deer, which was his first time. He was ex­cit­ed about it, and I sug­gest­ed he write a pa­per about his ex­pe­ri­ence. He did and, ex­cept for some trou­ble with gram­mar, it was an A pa­per, full of ac­tive verbs and telling de­tail! Fi­nal­ly, try to get your stu­dents to read. If you have to, drag them to the com­mu­ni­ty li­brary your­self. Not on­ly will it help their writ­ing, it will help them in life. On­ly by get­ting them in­ter­est­ed in the writ­ten word and by help­ing them to see that it mat­ters in their ev­ery­day lives can you re­al­ly reach them and set them on the path of good writ­ing. Yes. Writ­ing can be taught if you are will­ing to take the time and do the hard work and maybe give a few ex­tra hours. No stu­dent is hope­less. And writ­ing is so im­por­tant in to­day’s world that its worth the ex­tra ef­fort. Sam­ple “3” Es­say I dont think writ­ing can be taught necce­sar­ily, al­though if the stu­dents are half-​way mo­ti­vat­ed any­thing’s pos- sible. The first thing is get them in­ter­est­ed in the sub- ject and give them alot of writ­ing to do in class. They may not do it if it is all out­side class as many poor­ly pre- pared stu­dents hate home­work. I know I did as a kid! Writ­ing does not come nat­ural for most peo­ple es­pe­cial­ly in the poor­er school districs. Un­less they are lucky enough to have par­ents who read to them. That is an­oth­er as­pect of teach­ing how to write. As­sign alot of read­ing. If you don’t read you can’t write, and that is lack­ing in alot of stu­dents back­grounds. If your stu- dents wont’ read books tell them to read com­ic books if noth­ing else. Any­thing to get them to read. The sec­ond thing is to have the stu­dent come in for a con­fer­ence once a week. That is one way to see what is go­ing on with them in school and at home. A lot of kids in the poor­er schools have con­flict at home and that is why they fail. So give them alot of praise be­cause thats what they need. Fi­naly don’t give up. It can be done. Many peo­ple born in­to pover­ty go on to do great things. You can help and you nev­er know who you will in­spire and who will re­mem­ber you as the best teach­er they ev­er had. Sam­ple “1” Es­say You will be able to tell I am one of the peopel that nev­er learned to write well. I wish I had but my per­son­al ex­pe­ri­ence as a struggeling writ­er will in­spire my stu- dents, thats the most I can hope for. Writ­ing can be taught, but you have to be ready to in­spire the stu- dent. Give them as­sign­ments on sub­jets they like and keep af­ter them to read. Take them to the pub­lic libary if they havnt been and in­tro­duce them to books. If you cant write peo­ple will call you dumb or stupid which hurts you’re self-​es­tem. I know from ex­pe­ri­ence. The next thing is have them come in and talk to you. You nev­er know what is go­ing on in there lifes that is keep­ing them from study­ing and do­ing there best. Maybe they have a mom that works all the time or a dad who has left the home. Be sure to teach the whole per- son. Al­so have them write about what is go­ing on in there lives, not a dry sub­ject like the drink­ing age. Have the stu­dent write about there per­son­al ex­pe­ri­ence and it will come out bet­ter. Writ­ing can be taught if the stu- dent is mo­ti­vat­ed. So hang in there. wh­wytriright Grade Your­self These sam­ple es­says show you how the scor­ing guide works. There are no sam­ple es­says for the rest of the top­ics in Sec­tion 6. Sim­ply use the scor­ing rubric on pages 132–133 to eval­uate your es­says. Re­mem­ber, it’s bet­ter to have some­one else read your es­say than to try to eval­uate it your­self. –AN­SWERS– 142